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A one-hour support session to help a dyslexic student get ready for a written TMA.
Interactive phonemic chart of the French language which can be used in tutorials to teach pronunciation or for self-access learning by students. Download and extract the zip file to a folder on your desktop and to run the chart, double-click on the HTML file. Flash required, please click on the Word document for instructions if you have any problem.
Talking about nationalities,using adjectives of nationality, distinguishing between masculine and feminine adjectives.
Talking about occupations and other personal information,recognising the gender of nouns.
Asking for personal information,giving personal information,conjugating verbs.
Introducing someone,revising the use of subjects pronouns + verb,spelling the letters of the alphabet,spelling your own name in French,pronouncing French names.
Expressing likes and dislikes,understanding and using food vocabulary,using definite articles
Reading a menu in French,ordering food and drinks,using definite articles
Talking about prices in French,ordering food and drinks,using definite articles
Talking about eating habits,buying food in French,expressing quantities and decimal numbers
Talking about your family,using possessive adjectives,using de to say how people or things are related or linked
Describing houses and apartments,explaining the layout of a house or apartment,indicating location,using du, des, and de+ definite article
Talking about household goods,explaining what things are made of,explaining where things are positioned,using indefinite articles
Describing a neighbourhood, a town or a city,asking for directions,aaying where buildings are located
Understanding directions,asking for directions,using devez+infinitive and il faut+infinitive
Understanding and giving directions in a building,understanding prohibition signs
Saying how far a city is from another,using numbers between 100 and 1000,saying how long it takes to go somewhere,pronouncing the sounds [e] and [ɛ]
Saying how you travel to various destinations,saying a destination can be reached using public transport
Using pronominal verbs, using expressions of time,talking about your own and other people’s daily routine
Talking about what you do and where you work,using expressions of time,pronouncing nasal and non-nasal sounds.
Talking about your work routine, using expressions of time.
Talking about French work patterns,talking about one's own work patterns,using vocabulary related to seasons, months and days of the week
Talking about what you are doing now,talking about what you are going to do,talking about what you have just done
Making and responding to invitations,using the verbs pouvoir, voluoir, using aller +infinitive to talk about intentions
Talking about your leisure activities,• using the verbs faire and jouer to talk about sports and hobbies
Saying how often you engage in leisure activities using adverbs of frequency, using the pronouns 'y' and 'en'to avoid repetition,talking about the weather.
Using a wider range of leisure-related vocabulary, using verbs and adverbs that express likes and dislikes.
Asking for and giving an opinion,talking about leisure activities, using comme and parce que to explain your reasons for your views
Expressing preferences,expressing an opinion,distinguishing between the sounds /s/ and/z/
Talking about what you used to do or be,using the imperfect, distinguishing between the sounds /g/ and /Ʒ/.
Talking about French territories and French speaking countries;using the relative pronoun qui;describing people and things using adjectives.
Using vocabulary for booking accommodation,making polite requests using the conditional,talking about holiday accommodation
Using vocabulary related to travel plans,making travel arrangements,using the superlative.
Using vocabulary for holiday activities, making holiday suggestions
Understanding formal questions,making enquiries and booking services
Forming the passé composé, using the passé composé to talk about what they did on holidays,understanding the agreement of past participle (agreement of subject with ‘être’)
Information gap activity. Students revise the conjugation of verbs first of all and then practise asking each other "A quelle heure..." developing speaking skills but also focusing on accuracy. A more open-ended activity could follow to allow students to talk about their own routine.
Practise numbers 69-99 face-to-face or online. Students practise either numbers only or prices. Students work in pairs. Student A asks student B: C'est combien? Student B says a number from the worksheet. Student A points to the number asking for confirmation: c'est ça?. Student B confirms: oui, c'est ça!
This activity could be part of the first tutorial. Practise numbers and prices 0-20 as well as pronunciation including the liaison(euros).Could be used face-to-face or online. Students work in pairs. Student A asks student B: C'est combien? Student B says a number from the worksheet. Student A points to the number asking for confirmation: c'est ça?. Student B confirms: oui, c'est ça!
Information gap activity. Students A and B have some prices missing from their menus and must find them out from their partner by asking: c'est combien, un café? C'est 3 €. At the end, both students should have the same price list. Follow-on work with a role play ordering breakfast.
Information gap activity. Students describe their life 10 years ago using the imperfect tense. The activity could be adapted for use in the present tense.
Ice-breaking activity that could be done at the start of the course. Materials include some Powerpoint revision slides (greetings, alphabet, role-play)together with printable cards and cut-out dialogue. Suggested approach: 1 Teacher elicit and revise vocabulary with slides (greetings and alpabet) in plenary. 2 Students unjumble the dialogue in pairs (with cut-out cards), then teacher show slide for correction. 3 Tutor to give each student a name card. Students to get up and go around the class using the dialogue to find their partner. eg Roméo looks for Juliette, Posh for Beckam... Possible follow-on activity would be for students to introduce themselves and spell their own name.