Nouns which refer both to males and to females

Some nouns can refer either to males or to females simply by changing the determiner from masculine to feminine:  (Français) un /une adulte un /une adversaire un/une artiste un/une bibliothécaire un/une camarade un /une célibataire un/une chimiste un/une collègue un/une compatriote un/une complice un/une concierge un/une convive un/une dentiste un/une élève un/une enfant un/une esclave un/une fonctionnaire un/une gosse un/une interprète un/une journaliste un/une libraire un/une … Continue reading Nouns which refer both to males and to females

Construire un dictionnaire scolaire pour les enfants: compte-rendu d’une conférence à ENS Mostaganem, Algérie

Bonjour tout le monde. Je me présente. Je m’appelle Nassima SIMERABET. je suis étudiante à l’ENS (Ecole Normale Supérieure) et une future enseignante de la langue française. Je suis algérienne et j’ai 22 ans. Je suis ravie de partager mes expériences avec vous, que ce soient des enseignants du FLE ou des étudiants. A l’ENS de Mostaganem, Algérie, on a programmé, les 18 et 19 … Continue reading Construire un dictionnaire scolaire pour les enfants: compte-rendu d’une conférence à ENS Mostaganem, Algérie

Techniques simples pour raconter un évènement

Pour raconter un évènement vécu, on doit utiliser trois parties : le début, la suite des actions et la fin. Première partie (le début) : choisir, présenter l’évènement : « quoi ? » = Quel est l’évènement ? situer l’histoire, présenter le contexte: « quand ? » = Le moment où s’est passé cet évènement. • « où ? » = L’espace, le lieu où s’est … Continue reading Techniques simples pour raconter un évènement

La grammaire pour communiquer

This post discusses how grammar lessons should help the learner to communicate rather than being a mechanical exercise of ‘garbage in, garbage out’. Objectif : Développer une réflexion et un savoir-faire méthodologique pour la conception et la mise en place de séquences d’apprentissage mettant la grammaire au service de la communication. Compétences visées Savoir définir/repérer des objectifs grammaticaux au service d’actes de parole ou fonctions … Continue reading La grammaire pour communiquer

Parler d’un appartement

Vocabulaire: les types d’habitations Grammaire: les prépositions, les ordinaux This lecture treats  the habitat. You will learn to state which kind of house you live in, the location, the rooms and the furniture. Along with it, you will use verbs based on housing like ‘to rent, to buy or to sell’. Then, you need prepositions that can help you say the position of items in … Continue reading Parler d’un appartement

Décrire une personne: teaching and learning how to describe a person

This article serves a double purpose: to give tips on how to prepare a lesson in French meant of communication and to provide contents on how to describe a person. The languages used are English and French. Titre de la leçon: ELLE EST JOLIE; Niveau : A2 ; Groupe : étudiants de ESF 203 (Université d’Ibadan); Durée : 4 heures; Date : Mercredi 8 mars 2017 Les Objectifs  Communicatif: acte de parole: … Continue reading Décrire une personne: teaching and learning how to describe a person

Learning French for communication

THE COMMUNICATIVE LANGUAGE TEACHING

Wherever French is a foreign language, the issue of competence in the language and the teaching methods is crucial. As a teacher needs a teaching method, the choice of the method should tally with the needs of the learner. The Communicative Language Teaching, the official method in Nigerian secondary schools, will suit people who want to use French for communication in real life situations.

The CLT is not a well-defined teaching method, it is rather a broad approach to teaching, characterized with classroom practices which take into consideration the communicative dimension of language, i.e. making the learner to communicate in French.
It focuses on the ability to communicate the meaning of a message rather than concentrate on grammatical perfection or phonetics.
It is learner centered. Authentic materials are brought into the learning situation in a bid to harmonize classroom language learning with language activities in real life situations.
All teaching practices should aim at developing the communicative competence in an authentic context. The 4 communicative competences to develop are Oral Comprehension, Written Comprehension, Oral Production and written Production. All other competences (grammatical, textual or pragmatic) are used through the communicative competences to realize speech acts (actes de parole).
The CLT classroom is characterised by pair and group works, activities that encourage learners to develop confidence; role-plays to develop language functions.
It is important for the teacher to understand the student, which implies that the teacher would modify its syllabus to satisfy the needs of the students. It places a heavy demand on learners too. CLT is not the best method of teaching, but its vitality will surely pay both the learner and the teacher.

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Knowing your level in French for a better placement

The Common Reference for Languages in Europe has a complete package for the learning, the teaching and the assessment of languages in Europe, including French. In French, the body is known as the CECRL (le Conseil Européen Commun de Référence sur les langues). We intend, by a series of articles, to simplify the document on and in French to make the content available and accessible. Today, … Continue reading Knowing your level in French for a better placement