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Chapter 16 suggests activities to the teacher There is no new video for this section, which celebrates all the work pupils have undertaken throughout the Early Start French course. It reminds them of just how much they have progressed since their first French lessons began. Planning your work We suggest 4 levels of activities:
Ideally, any such work could be planned jointly with your secondary colleagues, as a "bridge" to aid the children's transition to a new phase in their language learning. |
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See language used in a French primary school, like "o" |
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Teachers in West Sussex worked out some useful and positive ideas for how primary and secondary MFL teachers can work together. They emphasize making the most of children's prior language learning when they move on to KS3, with practical strategies for how KS3 teachers can differentiate constructively between pupils with different language experiences in KS2. http://wsgfl.westsussex.gov.uk/ccm/content/curriculum/mfl/ks3-strategy/transition-toolkit.en |
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One primary school used the professional video-conferencing equipment at their local college for regular sessions with their partner school abroad. For up-to-date advice on how to organise a video-conference, refer to the Becta website, and search for 'video conference': http://www.becta.org.uk You will also find a guide to recommended suppliers. |
 What is seen in France: insert picture is of the French student., main picture is the UK school group. |
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Videoconferencing in Foreign
Language Education This site is run by Robert O'Dowd, a lecturer in EFL at the University of León, Spain. http://www3.unileon.es/personal/wwdfmrod/videoc.html |
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Many schools take part in an
international event to celebrate language learning and
diversity. See the European
Commission's EYL page at http://europa.eu.int/comm/education/policies/lang/year/index_en.html |
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Compare your progress with this list of "I can" statements from the Common Eeuropean Framework (CEF), relating to listening skills for levels A1 to B1 (B1 correspondis to a good GCSE). You could take the DIALANG listening tests (which follow a very similar framework) and see how far you get - : http://www.dialang.org CEF listening "I can" statements · A1 I can understand everyday expressions dealing with simple and concrete everyday needs, in clear, slow and repeated speech. · A1 I can follow speech which is very slow and carefully articulated, with long pauses for me to get the meaning. · A1 I can understand questions and instructions and follow short, simple directions. · A1 I can understand numbers, prices and times.
· A2 I can understand enough to manage simple, routine exchanges without too much effort. · A2 I can generally identify the topic of discussion around me which is conducted slowly and clearly. · A2 I can generally understand clear, standard speech on familiar matters, although in a real life situation I might have to ask for repetition or reformulation. · A2 I can understand enough to be able to meet concrete needs in everyday life provided speech is clear and slow. · A2 I can understand phrases and expressions related to immediate needs. · A2 I can handle simple business in shops, post offices or banks. · A2 I can understand simple directions relating to how to get from X to Y, by foot or public transport. · A2 I can understand the essential information from short recorded passages dealing with predictable everyday matters which are spoken slowly and clearly. · A2 I can identify the main point of TV news items reporting events, accidents, etc, where the visual material supports the commentary. · A2 I can catch the main point in short, clear, simple messages and announcements.
· B1 I can guess the meaning of occasional unknown words from the context and understand sentence meaning if the topic discussed is familiar. · B1 I can generally follow the main points of extended discussion around me, provided speech is clear and in standard language. · B1 I can follow clear speech in everyday conversation, though in a real life situation I will sometimes have to ask for repetition of particular words and phrases. · B1 I can understand straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided speech is clear and generally familiar accent is used. · B1 I can understand the main points of clear standard speech on familiar matters which occur regularly. · B1 I can follow a lecture or a talk within my own feld, provided the subject matter is familiar and the presentation straightforward and clearly organised. · B1 I can understand simple technical information, such as operation instructions for everyday equipment. · B1 I can understand the information content of the majority of recorded or broadcast audio material about familiar subjects spoken relatively slowly and clearly. · B1 I can follow many films in which visuals and action carry much of the storyline, and in which the story is straightforward and the language clear. · B1 I can catch the main points in broadcasts on familiar topics and topics of personal interest when the language is relatively slow and clear. |
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All of the DVD's I am talking about are French original language (or animated so that it does not matter), but the big issue is of course the subtitles which are offered. I have bought films from 2 websites - Amazon.fr and Play.com. Both of thesesites are very good as you can search for a particular film by typing the title in a search box and both provide details on every DVD with information on subtitles. Another way of finding out if a DVD exists with French subtitles is to look at at http://www.medias-soustitres.com/dvd. This is an excellent website which is trying to increase the provision of French subtitles in films, TV programmes etc. DVDs WITH FRENCH AND ENGLISH SUBTITLES;
DVDs WITH ENGLISH SUBTITLES, BUT NO FRENCH SUBTITLES
Acknowledgements to Andrew Edwards, Head of Modern Foreign Languages, Port Regis School |
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