“Finish my sentence” game | noreply@blogger.com (Steve Smith)

This is an idea from teacher Sophia West, who posted it on Facebook on the MFL Teachers’ Lounge group. I’m sure she won’t mind me reproducing it here. Sophia wrote:

”If you’ve played Cards Against Humanity you’ll know what I’m getting at, but for those who haven’t, I tried a game called “finis ma phrase” with Y10 and Y11 today and it worked really well! Can be done orally or on whiteboards for written work. I did it both ways today with some very patient French exchange students!

I just put a simple sentence starter on each slide of a PowerPoint, e.g. “j’adore manger…”; “le français me…

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The latest additions to frenchteacher | noreply@blogger.com (Steve Smith)

I’m between visits abroad at the moment, having been to Guadeloupe and Florida in late January/early February and soon to spend a fortnight in Costa Rica in March. When I’m home I like to keep frenchteacher.net fresh with new resources, so here are the ones I’ve added in the last three weeks.

Beginner/low intermediate

A PowerPoint to introduce simple comparatives. Includes pair work and simple writing.

A PowerPoint. Asking for directions. Nine destinations, pour aller au/à la/à l’ simple phrasing: just turn left, turn right, go straight on. Built in simple paired conversation practice….

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Sentence Stealers with a twist | noreply@blogger.com (Steve Smith)

Image: pixabay.comSentence Stealers is a reading aloud game invented by Gianfranco Conti. I’ll describe the game to you, then suggest an extension of it which goes a bit further than reading aloud. By the way, I shouldn’t need to justify the usefulness of reading aloud, but just in case, we are talking here about matching sounds to spellings, practising listening, pronunciation and intonation and repeating/recycling high frequency language patterns.

This is how it works:

Display around 15 sentences on the board, preferably ones which show language patterns you have been working on recently…

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A-level reading resource: le Puy du Fou | noreply@blogger.com (Steve Smith)

Puy du Fou. Image: pixabay.comHere’s a resource I uploaded the other day to frenchteacher.net. Tripadvisor is a great source of reading material, once you do some serious adaptation and name changing. This resource combines, reading with other skills to provide the basis of a decent lesson. Apologies for formatting issues when copying from Word.

Puy du Fou – commentaires sur Tripadvisor.fr

Une journée inoubliable aussi bien pour les petits que pour les grands. Un parc qu’il faut vraiment découvrir. Les spectacles sont grandioses. Nous n’avons pas regretté les quelques heures de route…

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Language Latte podcasts | noreply@blogger.com (Steve Smith)

Happy to share this with you all. After recently plugging the #MFLTwitteratiPodcast from Joe Dale and Noah Geisel, here’s another one I’ve come across: Language Latte from Becky Morales. The topics have an American bias to them, but UK teachers should get lots of ideas from the wide range of topics covered. Each episode of around 30 minutes has a theme and an interview with a teacher. The podcasts are accompanied by quite detailed show notes with references for further follow-up.

Recent episodes have looked at: using video for creating lessons with lots of comprehensible input, using photos…

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Interaction in second language learning (Part 2) | noreply@blogger.com (Steve Smith)

This is the follow-up blog to my previous one summarising Chapter 6 of the book Second language Learning Theories by Mitchell, Myles and Marsden (2013).

So where were we?

The authors go on to look at the Output Hypothesis (Swain) and the role of prompts in corrective feedback. This hypothesis from Merril Swain’s work with Canadian students learning L2 French through content-based teaching. Although these students developed comprehension abilities close to their native speaker counterparts, their productive abilities were less convincing. Swain assumed this was because they were largely…

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Students’ perceptions of the motivational pull of TPRS | noreply@blogger.com (Steve Smith)

Spanish teacher Liam Printer, a keen practitioner of the TPRS approach, kindly sent me a copy of a paper he has had published in The Language Learning Journal (January, 2019). Liam works at an international, English-medium secondary school in Switzerland and he carried out his research with his own pupils. He wanted to focus on the motivational nature of TPRS, seen through the prism of a particular model of motivation called SDT (Self-Determination Theory). Let me concisely summarise his very clearly written paper, then add one or two reflections of my own.

To teachers with little or no…

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