The document discusses active ways for learning vocabulary in French. It describes listening to native French speakers say words and noting pronunciation, then repeating the words. This helped with pronunciation but not spelling. To improve spelling, the author highlighted problem areas like gender and accents. They wrote words down repeatedly while checking for errors. As a further check, the author actively used the new vocabulary by creating their own sentences, which made memorization more personal. Color highlighting was used to check areas that had been previously identified.

1. Active Ways of Learning
Vocab

2. • I listened to a native
French speaker and
noted the phonetic
coding in a way in
which I could
remember.
• I also highlighted
spelling points so that
I can listen out for
them in the future

3. • Having noted the native French
speaker’s pronunciation of the words I
repeated them in the same way.
• This helped me to reaffirm the proper
pronunciation which I could then use in
oral French classes.
• Knowing the proper pronunciation also
allowed me to ‘listen out’ for it in
listening exercises
• However, it did not help me remember
the spelling of words. I continued to
spell ‘réactionnaire’ as ‘reactionaire’
which is close but not close enough! In
order to do well I need complete
accuracy.
• I therefore addressed the problems in
the next slide.

4. • First of all I identified
‘problems’ such as:
• Masculine or Feminine?
• Spelling / grammar points –
are there accents?
• Using highlighters to
highlight the problems
drew my attention to them
and therefore made it
easier to remember them
in the future.
• The combination of
listening to the words and
looking at their spelling
helped assure me of the
correct way to write it

5. • However, I felt I needed to develop
a way to make sure I knew the
spellings.
• As a result I looked at the word,
listened to the word, wrote it down
and continued to identify the
problems I had encountered early
as a means of checking.
• I then repeatedly wrote them down:
this helped me get used to writing it
and further drew my attention to
the ‘problems’ such as GENDER,
SPELLING and ACCENTS.
• I then continued to highlight the
‘problems’ I had addressed in order
to reiterate differences in spellings.

6. • As a further check I
used the new vocab
actively.
• Using the vocab
creatively: thinking of
my own sentences
made it personal and
therefore easier to
remember
• Again, using colour
highlighters to check
previously identified
areas were checked