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Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
Engaging low level learners
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Engaging low level learners

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This is a presentation on how to engage beginners and low-level language learners which I gave on 31 October 2012 at the University of Manchester.

This is a presentation on how to engage beginners and low-level language learners which I gave on 31 October 2012 at the University of Manchester.

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Transcript

  • 1. ENGAGING LOW-LEVEL LEARNERS Benoît Guilbaud Senior French Language Tutor http://benguilbaud.com
  • 2. Classroom vocabulary Semiotics / animations Music Video Ideas Grammar throughSemi-authentic materials problem-based learning
  • 3. Classroom vocabulary
  • 4. Classroom vocabulary List of useful phrases in the classroom I do not understand. / What does [...] mean? Bilingual list Leave space for students’ own translation Play games with it: speak too fast or too quiet
  • 5. Grammar throughProblem-based learning
  • 6. Grammar through PBL Example: introducing past tense • Give text in past tense • Ask students to spot time markers in text • Ask students to highlight verbs in text • Try and work out patterns in verb forms • Formally teach past tense
  • 7. Using (semi-)authentic materials
  • 8. Using (semi-)authentic materials ROU PA ROU PBG G
  • 9. Using (semi-)authentic materials Activities not based on transcription Listening for particular words can be hard Use video as prompt for description Describe people’s appearance, setting, genre Spot a person previoulsy described in text Put story back in order
  • 10. Using animations & semiotics
  • 11. Using animations & semiotics 20vingt-deux ___ quarante ___ 20 13seize ___ 20 quarante-et-un ___ 16 40trente ___ vingt-et-un ___ 39 21 20treize ___ cinquante-neuf ___ 6 69six ___ soixante-neuf ___ 12 59douze ___ trente-neuf ___ 22 30deux ___ vingt ___ 20 2 41
  • 12. Using animations & semiotics 22vingt-deux ___ 40 quarante ___ 20 13 16seize ___ 41 quarante-et-un ___ 16 40 30trente ___ 21 vingt-et-un ___ 39 21 13treize ___ 59 cinquante-neuf ___ 6 69 6six ___ 69 soixante-neuf ___ 12 59 12douze ___ 39 trente-neuf ___ 22 30 2deux ___ 20 vingt ___ 2 41
  • 13. Using animations & semiotics ?1. Jean-Paul Jasserand a. architecte2. Mme Leboeuf b. professeur de tennis3. Antoine Bernard c. agent des postes4. Anne-Marie Lépine d. journaliste5. Frank Martin e. secrétaire
  • 14. Using animations & semiotics Use animations to complement instructions in FL Show, hide, move, reveal, flash, conceal
  • 15. Music
  • 16. Using musicFocus on lyrics is not necessaryDescribe genre, emotions, instrumentsCreate “real-life” context (bar, public place) e.g. Exchanging phone numbers in a loud pubBreak down emotional barrierWake everyone up!
  • 17. Merci beaucoup Benoît Guilbaud Senior French Language Tutor http://benguilbaud.com

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