term2-2003 copy - Curriculum Support

Transcription

@
TR
I MESTRE 2
S
O
A N NÉE
S
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www.curriculumsupport.nsw.edu.au/languages
L
I
Professional Support & Curriculum Directorate - Term 2, 2003
SOMMAIRE
SOMMAIRE
De nous à vous
Workshop planning 2003
Workshop requirements
Workshop registration form
3
4
5
6
9886 7639
IDÉES de CLASSE
Plan de Paris
Les prénoms
7-11
12
GENERAL INFORMATION
Infos
Theatre
Postcard from Pontarlier
NAFT
HSC update
13-15
16-18
19-20
21-22
23-26
RESOURCES
Taxi, Grenadine...
27-31
TECHNOLOGY
Sites Web
Espaces et signes
32-33
34-35
[email protected]
Adresse
The French Language Consultants
Professional Support & Curriculum
Directorate
Private Bag 3
3a Smalls Road
Ryde 2112
Fax: 9886 7160
9886 7640
[email protected]
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Voici un extrait du texte d’introduction du
“cadre Européen commun de références pour les
langues” que je vous invite à consulter à l’adresse
Internet suivante: http://culture2.coe.int/
portfolio/documents/cadrecommun.pdf ou bien
en tapant google.fr et cadre commun européen
de référence dans la barre de recherche.
Le texte peut paraître parfois” enfoncer des
portes déjà ouvertes” mais je pense qu’il est bon
pour nous tous de garder à l’esprit les conseils
qui suivent:
[...En accord avec ces principes fondamentaux,
le Conseil encourage toutes les personnes
concernées par l’organisation de l’apprentissage
des langues à fonder leur action sur les besoins,
les motivations, les caractéristiques et les
ressources de l’apprenant.
Ce qui suppose de répondre à des questions telles
que :
– Qu’est-ce que l’apprenant aura besoin de faire
avec la langue ?
– Qu’a-t-il besoin d’apprendre pour être capable d’utiliser la langue à ces fins ?
– Qu’est-ce qui le pousse à vouloir apprendre
?...]
J’ajouterai, pour le cas spécifique de l’Australie,
et face au pourcentage élevé d’abandon en année
9 (70% environ de l’effectif) la question suivante:
Qu’est-ce qui le pousse à ne plus vouloir
apprendre une langue étrangère?
[...– Qui est-il (âge, sexe, milieu social et niveau
d’instruction) ?
– Quels sont le savoir, le savoir-faire et
l’expérience de l’enseignant auquel il a à faire?
– Dans quelle mesure a-t-il accès à des manuels,
des ouvrages de référence (grammaires,
dictionnaires, etc.), des moyens audiovisuels et
informatiques (matériel et didacticiels) ?
– Combien de temps peut-il, désire-t-il ou est-il
capable de consacrer à l’apprentissage d’une
langue ?...]
Beaucoup d’entre vous nous ont envoyé des
cassettes vierges pour obtenir des extraits de
télévision française à utiliser en cours de FLE.
Malheureusement les émissions de TV5 ont été
interrompues pendant plusieurs semaines pour
faire place aux évènements en Irak. Il faudra
donc que vous patientiez un peu plus longtemps
avant de recevoir vos enregistrements.
Vous trouverez dans ce numéro un article
rédigé par Robyn Thew qui revient de France
après avoir enseigné pendant un an en France.
Si vous êtes professeur dans un collège/lycée
d’Etat et que vous aimeriez faire un échange
semblable en 2004, en France ou ailleurs,
renseignez-vous auprès de Tracey Davies ou
de Narelle Anderson (Tel: 4224 9085). Les
demandes pour 2005 pourront s’effectuer à
partir du deuxième semestre.
Nous aimerions encourager tous les
professeurs de français à adhérer à la NAFT.
Cette année l’association prévoit la création de
réseaux locaux à travers la Nouvelle Galles du
Sud et tous les membres recevront
prochainement un magnifique poster pour la
promotion du français. Le formulaire
d’inscription se trouve page 22.
Alors, bonne continuation et vive le français!
Bonne lecture et bonne réflexion.
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De vous à nous
Chers collègues,
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Saturday 25 October
(9 am - 4 pm)
Thursday 21 August
(4 pm - 7 pm)
Albury workshop
Wagga Wagga
workshop
A/G
13
G/R
1
Vive la té lé !
Batemans Bay
workshop
A/G
11
Thursday 31 July
(4 pm - 7 pm)
A/G
12
Ryde
The use of ICT in the French
classroom. Create PowerPoint
presentations, surf the Internet to
collect information and sample
resources for daily use in the class.
Hands on
technologies for
beginners
A/G
10
Wednesday 9 July
(10 am - 3.30 pm)
Saturday 16 August
(9 am - 4.30 pm)
Ryde
Strategies for student-centred
teaching and learning in the French
classroom.
Keeping them
away!
A/G
9
Saturday 28 June
(9 am - 4 pm)
French teachers' immersion and
pedagogy day.
Update on developments in teaching
French, resources and sharing ideas.
Turning students into active French
television viewers (for all levels of
language ability).
Teachers
K-12
Teachers
K-12
T.B.A.
(in Wagga
Wagga district)
T.B.A.
(in Albury
district)
Teachers
K-12
Teachers
K-12
Teachers
K-12
Teachers
7-12
Teachers
K-12
Teachers
of Stage 6
Beginners'course
TARGET
GROUP
Ryde
T.B.A.
(in Batemans
Bay district)
Ryde
The use of ICT in the French
classroom. Create PowerPoint
presentations, surf the Internet to
collect information and sample
resources for daily use in the class.
Hands on
technologies for
beginners
A/G
8
Saturday 14 June
(10 am - 3.30 pm)
Update on developments in teaching
French, resources and sharing ideas.
Ryde
Planning a unit of work and building
resources.
HSC Beginners
workshop
A/G
7
VENUE
Saturday 31May
(9 am - 4 pm)
OBJECTIVES
WORKSHOP
TITLE
CODE
DATE OF EVENT
*SEE PAGES 5 AND 6 FOR REGISTRATION
WORKSHOP PLANNING 2003
PLANNING
COST
$35 (gov)
$52.50 (non-gov)
$10 (gov)
$15 (non-gov)
$25 (gov)
$37.50 (non-gov)
$10 (gov)
$15 (non-gov)
$25 (gov)
$37.50 (non-gov)
$ 25 (gov)
$ 37.50 (non-gov)
$25 (gov)
$37.50 (non-gov)
$25 (gov)
$37.50 (non-gov)
(INCLUDES GST)
4
Please note the following information about application forms
for an inservice or a workshop
FOR ALL TEACHERS
Send back your application form ASAP by mail with your payment (made payable to the
NSW Department of Education and Training and addressed to the French language consultants). See the form on page 6.
The sooner you decide to come, the sooner we will be able to organise the workshop. A minimum number of participants is required depending on the type of activity.
- Course cost for whole day activities includes lunch.
- One application per teacher, please!
- Write all your details as clearly as possible.
IMPORTANT
Your school will be invoiced if you withdraw without notifying the French
language consultants in writing at least three days before the activity.
FOR GOVERNMENT SCHOOL NON-METROPOLITAN TEACHERS ONLY
Transport costs may be reimbursed for participants using car, bus or train. Please keep appropriate receipts.
If air travel is necessary, you should complete an application for air travel and fax this to the
French language consultants on (02) 9886 7160 as soon as possible. You should provide flight
details, non-discounted fare information and the proposed benefits to you on the air travel application form.
As the Director’s approval is necessary for air travel, teachers must apply well in advance (2
months). If approval is granted, the ticket will be purchased by Professional Support and Curriculum Directorate, for collection at your airport.
Twin share accommodation can be provided for government school participants where there is
no return transport available on the same evening. Teachers requiring accommodation should
apply separately in writing, stating their reasons for needing accommodation.
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WORKSHOP REQUIREMENTS
WORKSHOP REQUIREMENTS
F O R M
FRENCH WORKSHOP REGISTRATION FORM / TAX INVOICE
Cheques to be made payable to the NSW Department of Education and Training
and addressed to the French language consultants
ABN 40-300-173-822
Teacher’s first name: ________________________________
Surname:_________________________
School name:__________________________________________________________________________
School address:________________________________________________ Post code: ___ ___ ___ ___
School code (government school): ___ ___ ___ ___
R E G I S T R A T I O N
Tel: _________________________ Fax: ________________________
E-mail: ______________________ _______________________________________
Participant’s level of French:
beginner
intermediate
advanced
Signature of applicant: _________________________________
Course
code*
Course
date
...
.. /.. /..
...
.. /.. /..
...
.. /.. /..
...
.. /.. /..
Cost
Accom.**
(incl. GST)
yes/no
Gov
$
Nongov
$
Gov
$
Nongov
$
Gov
$
Nongov
$
Gov
$
Nongov
$
TOTAL
Signature of Principal: .............................................
* Details of courses on page 4
** See conditions on page 5
IMPORTANT: Please fax to the French language consultants (9886 7160) at least 10 days prior to the
course selected. Registration can be made online at: www.curriculumsupport.nsw.edu.au
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Plan de Paris
L’activité qui suit est une partie du contenu de la formation “Hands on technologies” qui a eu
lieu à Ryde, le mercredi16 Avril 2003 ainsi qu’à Kambala mardi 6 Mai. L’objectif principal de
l’atelier était de réfléchir à des activités liant l’enseignement des Technologies de l’Information
et de la Communication et l’enseignement de la langue et de la culture française. Les treize
professeurs présents ont créé une présentation, le plan de Paris, à l’aide du logiciel PowerPoint.
Voici l’activité proposée étape par étape, si le coeur vous en dit:
Collecting images we are going to need from the Web: un plan de Paris, une Tour Eiffel, les
Champs Elysées.
1) Go to www.google.fr
2) Click on “images” and type the name of the image you are looking for ( i.e. Plan de
Paris)
3) Click on“ recherche Google”
4) Select an image which features famous Paris monuments. Save it in a folder as
follows:
⇒ For MacIntosh users: keep the cursor on the image and click on the mouse (keep
your finger down on the mouse). A dialog box will appear. Click on “Save Image”
and save it in a folder.
⇒ For Windows users: right click on the mouse.
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HANDS ON
Stage 1: creating slides
Stage 2
HANDS ON
Open your PowerPoint presentation application. Go to file and click on “New Presentation”
A dialogue box called “New Slide” will appear. Select the blank box and click “OK”.
Insert the image you have selected on a blank slide.
To do so, go to “Insert”, then “Picture” then “From File”. A dialog box will come up. Find your
saved image. You may have to select “All Files” next to the word “Show”. To retrieve your
image, click on open.
Click and drag the “handles” on the edges of the image while pressing the shift key. This will
allow you to enlarge the image without distorting. Cover the area of the whole slide.
Use the same process to create two more slides, one with the Eiffel Tower and one with the
Champs Elysées. However, instead of clicking on “New Presentation”, click on “Insert” and
“New Slide” in order to add to your existing presentation.
Stage 3
Linking slides
Let’s link SLIDE 1 (plan de Paris) to SLIDE 2 (Tour Eiffel)
Making “Action Buttons”. Action buttons are used to create “hot spots” that allow links to take
place.
1) Select SLIDE 1 (plan de Paris).
2) Click on “Slide Show”.
3) Click on “Action Button” and hold your finger on the mouse. A new dialog box will appear.
Click on “Custom” as shown below.
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Then click and drag the cursor (cross shape) to cover the whole slide. Little white blocks
appear as shown below. It is called an Action button.
4) Release the mouse click. A dialog box called “Action Settings” will appear automatically.
Click on “OK”
Stage 4
Making “Action Button” transparent.
8) Click on the arrow next to the paint bucket icon and click on the “No Fill” box. The action
button has now become transparent.
9) Click outside the graphic to deactivate the action button.
Activated
Deactivated
10) Select “Slide Show” on the standard Toolbar. Click on “Action Button” and “Custom”.
11) Click and drag the cursor on the Eiffel Tower which is on the left side of the map. The
action setting box will appear. Click on the option “Hyperlink” and “Slide...”.
A new dialog box will offer to choose one of your previously created slides. Click on “slide 2”
(image of Eiffel Tower) and “OK”. Click on “OK” in the “Action Setting” box as well.
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HANDS ON
5) Select “View” and “Toolbars” in the main menu.
6) Click on “Drawing”. A new toolbar will appear.
7) Click on the arrow next to the pencil icon and click on the “No Line” box.
HANDS ON
Stage 5
To link SLIDE 2 (Eiffel Tower) to SLIDE 1(Plan of Paris).
1) Go to SLIDE 2.
2) Select “Slide Show” from your standard toolbar. Click on “Action Button” and “Home”.
3) Click and drag the cursor on corner of the slide. A shape of a little house will appear. This means
that this action button is meant to go back to the first slide which is “le plan de Paris”.
3) Release the mouse click and the “Action Setting” box will appear.
4) Click on the option “Hyperlink to” and choose “First Slide”.
5) Click “OK”.
It is now time to check that your links are working. Go to “Slide Show” on the standard toolbar
and click on “View Show”. A little hand icon should appear as a cursor. Place it over the Eiffel
Tower and click. This should take you directly to the slide showing the Eiffel Tower. To go back to
the “Plan de Paris”, click on the “Home” action button on the corner of the slide.
Stage 6
Inserting a sound file
1) Go to SLIDE 2.
2) From the standard toolbar menu, select “Insert” then “Movie and Sound” then “Record Sound”.
A box as shown below (1) will appear on your screen.
To record a text or a comment, click on the record button (2) and speak into the microphone. Some
computers have built in microphones. They are usually located on top of the monitor. When finished,
click on “Save”.
1
2
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You can give a name to your sound file (3). Click on “OK”. A speaker icon will appear
automatically on your slide (4).
N.B.: You can only check your sound file in “View Show”.
4
This sound file will help you develop other listening or speaking tasks that you can propose to
your students. i.e. listen to the comment on the monument and complete a worksheet of questions, or record a comment on a monument of Paris after you have searched information on the
Internet.
N.B.: The following Web site www.diplomatie.fr/images2france/ provides you and your students with 200 copyright free photos on France.
We are also working on a “banque de photos sur la France et les pays francophones” showcasing
a vast collection of shots that you have kindly put at our disposal. These shots from your last
trip to France and French speaking countries will be displayed along with your name on the
Professional Support and Curriculum web site. Thank you Betty Hassen, Stewart Dougan, Paul
Brenac…
“Plan de Paris” is online on our Website under “idées de classe” and “PowerPoint activities”.
Don’t hesitate to contact Alain Lecouls if you need some more guidance for this hands on
activity.
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HANDS ON
3
POSTCARD FROM PONTARLIER
from Robyn THEW
(Cherrybrook Technology High School)
Last year, I
was fortunate
enough to
undertake an
overseas
t e a c h e r
exchange to
P o n t a r l i e r,
France.This exchange built on an existing sister
school relationship between Cherrybrook Technology
High School and Lycée Xavier Marmier. It was
unique because it was the only French-Australian
teacher exchange to take place during 2002. My
greatest challenge was obtaining the long-stay visa
(carte de séjour) to live and work in France for the
year. This could be only done in France. I was very
relieved, when I finally received it, at the end of my
first six months in France.
I taught English (with an Aussie accent of course) at
the Lycée Xavier Marmier in Pontarlier, a small town
of 20,000 inhabitants in the east of France, very close
to the Swiss border and the Jura mountains. Pontarlier
is a country town where old
and young alike still say
“bonjour” to strangers in the
street and some of the
buildings date from the
seventeenth century.
I arrived at my senior high
school of 1300 students, in the
middle of the French school
year with everything in full
swing. After being welcomed
back after the Christmas
holidays with the rest of the
staff, we sampled the usual
New Year pastry, “galette des rois” and an aperitif.
I had to adjust to those early mornings, walking to
school for an 8am start, in the snow and in
temperatures of minus 10 degrees. I did enjoy having
a long uninterrupted lunch in the school cafeteria.
There is no playground duty, because there are
surveillants who check attendance and supervise
students during recess and lunch. The long lunch
meant that sometimes I was teaching till 5 or 6
pm, but as I didn’t teach Wednesday or Saturday
mornings (like some other teachers) and only had
to be at school when I was actually teaching, this
wasn’t too bad!
There are obvious differences between the NSW
and the French system. The baccalauréat (HSC)
is mostly exam-based. The students don’t wear a
uniform, they are permitted to smoke in the
playground and they must study one year of
philosophy and two foreign languages for their
final exam.
My French school had many international
exchanges. I was lucky enough to meet the
Swedish, German, Hungarian and Czech groups.
I even gave an Australian presentation to some
of these groups and my imitation of a
kookaburra’s laugh certainly improved each time.
Many of the students and staff I talked to were
fascinated by the Australian landscape, flora and
fauna and the Aboriginal culture.
Even though I have been a LOTE teacher in the
DET for many years, I gained many new insights
into the French language and culture. The French
use the word “solidarité” a lot – this could mean
demonstrating on a small or large scale against
the government, helping out a neighbour, being a
member of an association or participating in a
national telethon. By the end of the year I found
that my French
listening skills had
vastly improved. I
realised this when I
could keep up with
most
dinner
conversations and
talk on the phone,
two of the most
difficult tasks to
master in a second
language.
Hardly any shops
are open on Sundays in the smaller towns, so
people relax with their families and friends or
enjoy the great outdoors. The region is famous
for its enthusiasm for sport especially in winter.
It was not uncommon to see people walking,
jogging, running and bike-riding. I did try crosscountry skiing and raquette where you walk on
the snow with something like tennis racquets
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IMPRESSIONS
NSW DET TEACHER
EXCHANGE 2002
IMPRESSIONS
strapped to your feet... I did a lot of
falling down but had a lot of fun.
Nationally, they struggle with similar
issues to us: - unemployment, personal
and national security, road safety,
immigration and refugees.
Living in the wonderful region of
Franche-Comté, where the locals
appreciate the natural beauty around
them, I became more and more aware
of the changing seasons during the year.
They seemed much more distinctive
than in my hometown of Sydney.
I arrived in January 2002 when the local
lake (Lac Saint Point) was frozen (a fairly exceptional
occurrence)… I was able to walk out onto the lake
quite safely. You knew that spring had arrived when
the white of winter turned to green pastures with
yellow and mauve wild flowers and cows were seen
enjoying the outdoors (and jangling those bells) after
spending the winter indoors with the families. These
cows produce milk – which is very important to the
fabulous cheeses of the region: Mont d’Or, Comté,
Morbier, Cancoillotte. If you’re having trouble
imagining the scenery just picture Julie Andrews
strolling over the mountains singing the Sound of
Music. Pontarlier, like a lot of French towns, seems
to come alive in summer – the days are long
(sometimes the sun sets at 10.00 pm) and the
barbecues start. There are festivals, fireworks and
flowers displayed in every town.
I especially enjoyed
the national “Fête de
la Musique” where
musicians play in the
street and you move
around listening to the
different
artists,
groups, bands. Of
course the French
National Holiday on
the 14th July is
symbolic of the party atmosphere of the summer
holidays. After summer the weather turned cooler and
the autumn colours appeared, all too briefly... ahhhh.
Christmas was mild (no snow unfortunately) but I
was treated to foie gras, seafood, turkey, chestnut
stuffing and the traditional Christmas cake in the
shape of a log (bûche de Noël).
This region Franche-Comté, like
many other regions of France, has
a well deserved reputation for fine
cuisine. I could spend all my article
describing many of the fantastic and
mouth-watering meals I enjoyed but
suffice to say, that in addition to the
twice-weekly local market, my
friends and colleagues and local
cafés provided an abundance of fine
food to sample. I was also spoiled
by having a great pastry shop
opposite to where I lived... Much
too tempting on my way to and from
school!
During my holidays, I had many
wonderful opportunities to travel to other regions in
France and other countries in Europe. I continued to
use French and German in Germany, Switzerland,
Austria, Poland, Hungary, Italy, the Czech Republic
and Malta. While the trips provided much needed
relaxation they also enhanced my French and
European perspective on the world.
You may be wondering why I haven’t mentioned
Paris which is the most visited city in the world. I
have visited this amazing city many times and it has
never failed to impress me but I encourage you to
explore the rest of France beyond its capital. As my
friends and I discovered on our two week regional
trip through France there are other unforgettable
places such as the Riviera, Provence, the Rhône Alps,
the Dordogne and the Loire to enjoy.
I will always remember with great
affection the staff at Lycée Xavier
Marmier. Their friendship, good
humour and professionalism
provided me with an amazing year.
I have now returned home and am
back teaching at Cherrybrook THS.
I have benefitted immensely from
my year overseas and look forward
to passing these benefits onto my
students.
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N.A.F.T.
MEMBERSHIP
Thank you to all members who have sent in their membership renewal. You will soon receive a
receipt and 2003 member card. If you stop receiving emails, write to us at
[email protected].
HSC TRIAL PAPER ORDERS
The order form will be posted shortly on the NAFT link found in the French section of the
Languages Unit web site (see address above). Please be advised that, to guarantee confidentiality,
NAFT Trial Papers are not sent out until the end of Term 2.
DISTRICT NETWORK MEETINGS
An exciting initiative to make our lives easier - professional networking and resource sharing.
First series late May. Information will come through NAFT member emails.
YEAR 8 CAMP - 19 & 20 June
Don’t forget to confirm bookings by 13 May.
YEAR 10 DAYS - Macquarie Universtiy and UNSW venues: end of July
Updates and booking forms will come through NAFT emails.
HSC SPEAKING SKILLS - 2 August TBC
This is in addition to the AIS workshop at St Aloysius. It will also be held on a Saturday. Further
information will be sent to members as soon as possible.
CLASSROOM POSTERS
Naft members who renewed their membership before 30 April will soon receive a fantastic free
poster (Le français, ça me plaît) to decorate their classroom. Order forms will be sent to all
schools.
Catherine Willoughby
Présidente, NAFT.
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N.A.F.T.
To join, you can download a membership form from the Professional Support and Curriculum
web site NAFT link @: www.curriculumsupport.nsw.edu.au, and follow the menu options:
Secondary/Languages/Teaching Ideas/Francais/NAFT
N.A.F.T.
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All Year 12 courses
Oral examination dates
Saturday 30 August:
Monday 1 September:
Saturday 6 September:
Continuers
Beginners
Extension
Conversation
Speaking Skills
Monologue
HSC marking notes
The 2002 marking notes from the Examination Centre are now available from the Office of the
Board of Studies web site: www.boardofstudies.nsw.edu.au. The content includes mapping
grids and marking guidelines for all courses.
Beginners
Although the questions in the Writing Skills section were phrased in French only in 2001, they
appeared in both French and English in 2002. This took place in response to requests from
teachers. As there is no specification in the syllabus regarding this matter teachers can only
assume that it may vary from year to year. For further advice regarding this matter, call Howard
Jacobs on 9367 8039 or email [email protected]
A Beginners’ course workshop will be taking place in Ryde on Saturday 31 May. Teachers who
are not very familiar with the course or who would like to revise their teaching and learning
strategies for the productive skills are encouraged to attend. See the registration form on page
6 in this bulletin.
Continuers
The term 1 workshop for teachers of the Continuers’ course was well attended and guest speakers
Noel Thomsen and Ritta Serret provided some useful information on successful strategies for
the teaching and learning of the productive skills. Participants also made a valuable contribution
by creating Writing Skills questions which are published on the next page.
Many teachers have chosen the new edition of Au Point as one of their principal resources in
the programming of the Continuers course. However, some weaker students have found this
textbook very challenging. Fortunately Hodder & Stoughton have released a similar but slightly
easier text which seems to provide an answer to this problem. It is called Tout Terrain and is
available from Nelson. Ph: 1800 654 831 or e-mail: [email protected]
The following list is a series of conversation starters that teachers may find useful for those odd
moments when students may run out of things to say about their personal world in French. We
welcome any ideas you may have for publication in this regard.
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HSC UPDATE
Students will be notified by mail by the Board of Studies regarding their allocated examination
centre.
HSC UPDATE
Conversation starters:
Le jour le plus mémorable de ma vie, c’est quand …..
La différence entre moi et ma meilleure (mon meilleur) ami(e), c’est que…
La dernière fois que j’ai fait la cuisine, …
Quand j’étais plus jeune, …
Le travail de mon père/de ma mère, …
Le plus grand voyage que j’ai fait, …
En général quand je m’ennuie, je …
Pour moi, le sport…
Ce que j’aime surtout faire avec mes amis, c’est…
Une chose que je vais regretter quand j’aurai quitté l’école, c’est…
Le genre de film que j’aime particulièrement voir au cinéma, c’est…
Avant de me coucher, j’aime bien…
La saison que je préfère, c’est...
S’il y a une chose que je déteste, c’est bien…
Quand je prends le temps de lire pour le loisir, …
Ce que je trouve facile à faire, c’est…
Quand je suis de mauvaise humeur,…
Le pays que j’aimerais le plus visiter au monde, …
La chanson que je ne veux plus jamais entendre, c’est…
La personne à côté de laquelle j’aimerais être assis(e) dans un avion, c’est…
Mon idée d’une journée agréable, c’est…
Le mot de la langue française que je préfère, c’est…
Les émissions que je n’aime pas regarder à la télé sont…
Une personne intéressante pour moi, c’est quelqu’un qui…
Extension
The Prescribed texts for the Extension course will remain the same in 2004 but may change in
2005. How do you find studying the prescribed issues by using film as a medium? Would you
prefer short stories, songs, novels or other media? Think about it and let NAFT and/or the Board
of Studies know your preferences early:
NAFT: [email protected]
BOS: [email protected]
The following are some practice topics for the monologues.
1. Qu’est-ce que le port de l’uniforme à l’école implique? Considérez la question du statut
social et celle de la tolérance dans votre réponse.
2. Les attentats du 11 septembre 2001 aux Etats-Unis ont confirmé que la paix sur terre est
un rêve impossible. Êtes-vous d’accord?
3. La parité entre les filles et les garçons dans les études ou sur le marché du travail existet-elle vraiment? Discutez.
4. Il serait plus facile de vivre dans un monde sans religion. Êtes-vous d’accord?
5. Qui sont les êtres marginaux et devrait-on chercher à les intégrer dans la société?
6. D’après vous, que serait un monde plus juste?
7. Comment le racisme s’exprime-t-il au niveau de l’individu et quelles en sont les
conséquences possibles ou actuelles?
.
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La méthode Forum met en application de façon
active les recommandations du “cadre européen
de référence”, développe savoir, savoir-faire,
savoir-être et savoir-apprendre, intègre de façon
innovante les avancées de la recherche en
didactique du FLE: communication globale,
dimension affective de l’apprentissage,
autonomie, interculturel, propose de nombreux
outils d’évaluation et permet une progression
grammaticale structurée et solide.
L’ouvrage s’organise en trois modules, de trois
unités chacun, correspondant à trois univers de
communication. Au début de l’ouvrage, une unité
en présente le fonctionnement. En fin d’ouvrage,
sont présentées les annexes suivantes:
un Portfolio, permettant à l’étudiant d’évaluer
ses connaissances, les transcriptions des
enregistrements et un Mémento grammatical des
Tableaux de conjugaison. Une bonne ressource
pour les candidats au HSC, Continuers’course.
Marie-Laure Poletti & Clélia Paccagnino
Grenadine 1, Hachette 2003
Cette méthode qui s’adresse aux enfants de 7
à 10 ans propose une unité zéro réservée à la
présentation des personnages de la méthode
et des consignes, neuf unités de six pages,
trois bilans permettant de faire le point
régulièrement ainsi que les transcriptions des
principaux supports audio à la fin du livre.
Chaque unité de six pages, se déroule en trois
moments:
1) Le voyage des enfants : Compréhension
orale (situation + vérification), où l'on suit
l'histoire de six jeunes enfants francophones
en visite à Paris.
2) Le chaudron de Grenadine : Apprentissages
fondamentaux (lexique, comptine, réflexion
sur le fonctionnement de la langue,
phonétique).
3) Au pays de Grenadine : Réinvestissement
des apprentissages à travers une chanson et
un jeu. L'écrit est approfondi dans le cahier
d'activités.
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RESOURCES
J.T Le Bougnec, M.J. Lopes, R. Menand, M.
Vidal, Forum 3, Hachette 2003
RESOURCES
Guy Capelle & Robert Menand, Taxi 1,
Hachette 2003
Taxi 1 est une méthode interactive, qui
développe non seulement les connaissances,
mais aussi les savoir-faire et les savoir-être
de l'apprenant, à l'écrit comme à l'oral. La
méthode est très simple à utiliser : une leçon
par double page.
Taxi 1 couvre le niveau *A1 du Cadre
européen commun de référence pour
l'apprentissage, l'enseignement et l'évaluation
des langues. La méthode permet aussi de se
préparer à l'épreuve A1 du DELF 1er degré.
Grâce à des contenus en langue solides,
l'apprenant pourra communiquer rapidement
avec un francophone dans des situations
simples de la vie courante.
*A1: voir tableau sur Internet à l’adresse
suivante: http://culture2.coe.int/portfolio/
documents/cadrecommun.pdf
Paul Rogers & Amanda Rainger, Voyage 4, Nelson Thornes 2003.
Voyage 4 features clear objectives at the start of
each unit, sac à sons for systematic pronunciation practice, guide grammaire to help with learning new grammar, extensive grammar summary
for reference, practising new language with the
Guide langue, A vos marques for self evaluation, Lexique to look up new words or words
you may have forgotten, Qu’est-ce que tu en
penses? to solicit opinions and develop thinking
skills, Pour faire un peu mieux for improving
writing skills, Entre nous cartoon and Espace
lecture differentiated reading sections for enjoyment and further practice, individual audio CD
for students linked to the Voyage website and
extra activities and information on line. Suitable
for Years 10 and 11.
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Other recent publications
♦
Geneviève Talon and Alan Wesson, Fusée 4, Hodder & Stoughton, London 2002. Check
the excellent website for Fusée 1 and 2 free resources on www.fusee.co.uk . Suitable for
Years 10 to 12 and the Beginners course.
♦
Salomi Papadima-Sophocleous, Voilà! 2, John Wiley & Sons Australia, Milton, 2003. Each
textbook is accompanied by an interactive multi-media CD-ROM. Suitable for Years 9
and 10.
♦
Fabienne Gallon, Extra! 2, Hachette, Paris 2002. Focuses on teenagers’ interests and
follows DELF A1 and A2 requirements. Suitable for Years 9 to 11.
♦
Mark Stroud, Tendances: social and cultural trends in modern France, Hodder & Stoughton,
London 1998. Student-centred exploitation of newspaper and magazine articles. Audio
recordings of all the interviews available separately. Suitable for Years 11 and 12, Continuers
course.
♦
Donald Stark, French Wordsearch, Book 1 and Book 2, Dee Publications, New Zealand,
2001. Twenty wordsearches classified by topics in each book. Suitable for Years 5-9.
♦
Carolyn Sudlow, Allons-y! 1, Second edition, Longman, South Melbourne, 2003. This
course book is very different to the first edition in both linguistic content and illustrations
in response to teachers’ comments. Check www.longman.com.au for handy worksheets
and companion website offering interactive activities at all levels. Allons-y! 2 will be
available later in 2003. Suitable for Years 7 and 8.
♦
Jane Zemiro, Alan Chamberlain, Tapis Volant 1, Second edition,Thomson Nelson,
Southbank, 2002. This course book is very different to the first edition in both linguistic
content and illustrations in response to teachers’ comments. Each workbook is accompa
nied by an audio-CD. Tapis Volant 2 is due for publication in late 2003. Suitable for Years
7 and 8.
♦
Heather Mascie-Taylor, Michael Spencer, Sylvia Honnor, Encore Tricolore 3 and 4,
Nouvelle édition, Nelson Thornes, UK, 2002. Suitable for Years 11 and 12, Continuers
course.
♦
Tim Swain, Christiane Salvador, Tout Terrain, Hodder & Stoughton, London 2002. For
students across the ability range, with concentrated revision of the basic skills, together
with reinforcement and extension activities. Suitable for Years 11 and 12, Continuers course.
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RESOURCES
Language resources publishers seem to be tireless as new publications arrive on our desks at
Ryde on a regular basis. Due to time and space constraints, it is not always possible to review
them all for this bulletin. Below is a list of new resources which are worth investigating:
RESOURCES
MUZZY DVDs and Grammar packs
Level I Classroom Edition:
The Muzzy level 1 Classroom Edition is an exceptionally popular package, enriching children’s classrooms from all over the world in the French language.
-The VHS package contains 5 videos (including one on vocabulary) full of charming characters and humorous stories, two audio cassettes and a CD-ROM, plus a teacher’s guide and a
book of 70 photocopiable activity masters to use throughout the school year.
-The all new DVD package includes two story DVDs, a multilingual vocabulary builder DVD,
one English story DVD, a CD-ROM, one audio CD, a multilingual script book plus a
teacher’s guide and photocopiable book of activity masters to use throughout the school year
.
**Please see notes listed bon next page regarding compatibility.
Level II Classroom Edition:
Level 2 of the exceptionally popular Muzzy Classroom package is now here! You can now
continue the exciting journey of language learning with these fun and adventurous characters!
-The VHS package includes four videos, two audio cassettes, a CD ROM, teacher’s guide and
activity masters.
-The all new DVD package includes two story DVDs, a multilingual vocabulary builder DVD,
one English story DVD, a CD-ROM, one audio CD, a colourful video script book, plus a
teacher’s guide and photocopiable book of activity masters.
**Please see notes on the next page regarding compatibility.
Muzzy Level I Parent’s Edition:
This package is a well known and widely used favourite to assist parents in teaching their
children.
-The VHS package includes five video cassettes, centred around the theme: ‘At the Seaside’,
two audio cassettes, two big exercise books, a parent’s guide and a CD-ROM.
Muzzy Level II Parent’s Edition:
Continuing on from level 1, Muzzy level II parent’s edition will assist parents in
further developing their child’s understanding of French.
-The VHS package contains four videos, centred around the theme: ‘At the disco’, two audio
cassettes, two big exercise books, a guide and a CD-ROM.
NEW!! Muzzy French Grammar Pack
This new grammar pack is a great source of learning material for students from Grade 3 level
to adult level. The grammar pack returns to the level I story and goes through it scene by scene
to explore, teach and review grammar and construction. Fantastic for teachers because it
coordinates so well with the classroom edition.
The grammar pack includes: four videos, a script book guide and parent/teacher guide.
NB: Muzzy French grammar pack videos available in NTSC format only. Therefore, the VCR
being used needs to be NTSC compatible. This is a feature of the latest models of VCRs.
Please check your VCR for compatibility.
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NEW!! Muzzy II Teacher Lesson Plans
Now available, the Muzzy teacher lesson plans for Muzzy level II! Contains a year’s pack of
lesson plans, including 40 lesson plans based on topics covered in the video, with reproducible activity sheets, songs and games.
Activity master’s/teacher’s guide Pack:
Due to popular demand, the Muzzy activity masters/teacher’s guide pack is now available
separately! If you currently own the parent’s edition and would like the additional guidance and
enrichment of the teacher’s edition, this pack will provide the resources you need.
NEW!! Muzzy Flashcard Set:
Contains over 500 vocabulary words in French! Fantastic for classroom use providing teachers with the perfect visual aids which are both fun and educational for children.
PRICE LIST:
Level I Classroom Edition
Level II Classroom Edition
Level I Parent’s
Level II Parent’s Edition
Muzzy Teacher Lesson Plans
Activity Master’s/Teacher’s Guide
Coming soon:
Flashcard Set
Muzzy French Grammar Pack
Level I DVD Classroom Edition
Level II DVD Classroom Edition
$440.00
$330.00
$330.00
$440.00
$149.00
$187.00
$55.00
$396.00
$464.00
$464.00
**All Muzzy DVDs are region free, and are compatible with NTSC televisions. Nearly all
televisions under 3 years of age are NTSC compatible. Please check your television for
compatibility if it is over 3 years old.
The Language Centre Bookshop (Est. 1982)
The Old Post Office
115 Brisbane Street
Perth Western Australia 6000
ABN: 85 280 692 789
Tel: (08) 9328 8965
Fax: (08) 9328 6161
Website: www.languagecentre.iinet.net.au
Email: [email protected]
Also available from The Language Centre is the Twin Sisters French CD-ROMs (reduced
price: $49.95). This resource uses simple songs, rhythms, and teaching strategies to help
children of all ages to master over 100 words.
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RESOURCES
Muzzy I Teacher Lesson Plans
Available separately, the Muzzy teacher lesson plans is a year’s pack of lesson plans for
Muzzy level I. It contains 40 lesson plans based on topics covered in the video, including
reproducible activity sheets, songs and games. Ideal for use by beginning or time-strapped
teachers!
http://www.condorcet.com.au/
TECHNOLOGY
Le site du Lycée Français de Sydney offre des activités intéressantes et des projets de classe qui
vont sûrement vous inspirer. Allez faire aussi un tour du côté des rubriques “vie de l’école” et
“travaux d’élèves”. Le petit quiz sur les termes informatiques français-anglais peut être proposé
à vos élèves. Bonne visite.
http://www.alliancefrancaisesydney.com.au/
L’Alliance Française de Sydney située au numéro 255 de Clarence Street est une source
inépuisable de documents, de films, d’ouvrages ou de magazines pour les professeurs qui
enseignent le français et qui désirent rester branchés. La librairie est en ligne et la recherche
facile.
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http://leproscenium.free.fr
TECHNOLOGY
Pour découvir une culture et apprendre une langue, le théâtre est un moyen ludique et efficace.
Pascal Martin, webmestre du site, vous propose de découvrir des auteurs contemporains qui
publient gratuitement et intégralement leurs textes afin qu’ils soient joués par le plus grand
nombre.
Tous les genres sont représentés: comédie, drame, farce, tragédie, sketch... Les textes sont décrits
par divers critères qui permettent des recherches simples: par genre, par durée, par distribution.
Tous les mois de nouveaux textes de nouveaux auteurs sont ajoutés (60 textes et 23 auteurs à ce
jour). Vous pouvez vous abonner pour être informés des nouveautés. La publication des textes et
leur consultation est totalement gratuite. Les textes sont néanmoins soumis aux droits d’auteurs.
http://www.lesclesjunior.com/
Les Clés de l’Actualité Junior est un site qui a le double avantage d’apporter aux élèves et aux
professeurs qui les utiliseront dans la classe des textes informatifs dans un français facile. On
apprend du français tout en apprenant de l’actualité! Allez faire un tour sur les rubriques
“ récré” pour les blagues et les tests, “petit malin” pour construire, “paroles d’école” pour des
idées de projet. Découvrez, dès 8 h du matin (en France), l’information sur les évènements du
jour en France et dans le monde.
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TECHNOLOGY
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TECHNOLOGY
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ASSISTANTES DE FRANÇAIS
PROMOTION 2003
Laurel
ine
Coffs H Sax (Armid
ale H.S
arbour
.&
H.S.)
ayer
Bouch
e
c
i
d
Can
S.)
ree H.
(Toma
io
Le tr
e
à Ryd
Najia
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Akarm
oudi (
St Geo
rge Gi
r
ls H.S
21/05/2003, 3:02 PM
.)

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Transcription

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