Slide 2 Put a Ring on It Commit to the book you have and create
the program you need. Slide 3 Put a Ring on It Identify and
understand your course goals Seek out textbooks that align with
these goals Commit to the Text with supplementary materials that
will help you to get the job done Slide 4 The Why, What and How
Program goals of the French Major Course Goals for FR320E and
FR322E : Advanced French 1 & 2 Specific Language Proficiency
Goals for the Intermediate to Advanced Language Learner Slide 5
Consider program goals Students will be able to understand and
produce written and spoken French in order to communicate complex
ideas effectively, in standard French, to a general audience.
Students will be able to think critically and creatively when faced
with an abstract question and topics of culture and literature.
Students will be able to appreciate French and Francophone literary
and cultural production within the context of an increasingly
interconnected world. Students will be able to understand with
depth and nuance French history, culture, society, and politics.
Slide 6 Consider course goals Students will improve their language
proficiency and linguistic competency Students will begin to use
argumentation and stylistics and will develop critical thinking
Students will acquire vocabulary to support discussion of current
topics and cultural literacy Students will review grammar Students
will learn to write short dialectical essays Slide 7 Consider level
Expand their grammatical competence, including acquiring new ways
of using known forms, as well as adding more complex language
resources to their linguistic repertoire. Become more fluent and
accurate language users. Develop the capacity to monitor their own
language use as well as that of others, and to notice the gap
between their productive competence and those of more advanced
language users. Continue to develop their vocabulary, particularly
at the 5,000 to 6,000 word range. Develop a greater awareness of
and familiarity with patterns of lexical collocation. Master the
use of conversational routines and other means of participating
actively in conversation and other forms of spoken discourse.
Further develop their proficiency in listening, reading, and
writing. From Intermediate to Advanced Levels in Language Learning
: Jack C. Richards (2008) Slide 8 Build on a good text Themes are
more academic, highly present in current media AND recognizable in
other cultures Based on authentic language samples Moves from word
level presentation to contextualized discourse. Presented to allow
for open interpretation and discussion Slide 9 Controverses Themes
Friendship Privacy Gender Parity Individual rights vs. common good
Globalization Immigration Education Bilingualism (Language in
Society) Slide 10 So, why do we need more? To improve students
productive language skills. Without them there is not enough input
to expect students to succeed in discussion and conversation. Even
the most elegantly stated discussion prompt that lines up perfectly
with all your goals will fail if students do not have enough
background preparation to support them. Slide 11 Supplementary
Materials Should Increase frequency Develop saliency Lead students
to make their own connections through generative tasks To this end,
you can gather, create and adapt audio and video materials that are
based on or related to the textbook. Slide 12 Audio Adaptations
Recordings of vocabulary lists Dictation exercises using the
vocabulary Recordings of included texts (literary excerpts)
Recordings of summaries of included texts (journalistic articles)
Recordings of proficient speakers discussing and reacting to
readings Slide 13 These recordings provide Recycling and repetition
of the language. Recognition of the language when heard.
Pronunciation practice. Examples of the language in context. Slide
14 Examples of Recordings Vocabulary List Dictation Exercise
Article Summary Slide 15 Student tasks: Vocabulary expansion
exercises Listen for differences with printed material Sequencing
exercises Comprehension questions Complete cloze passages
Transcription of short passages Orally summarize React to recording
Slide 16 Vocabulary Expansion Though this level begins to focus on
collocations and text or sentence frames the method is the same.
Create word families: students focus on the grammar of vocabulary
Create word associations: students distinguish the shades of
meaning synonyms and antonyms have Create sentences that use these
words and especially that use several at a time. Do dictation
exercises to hear the vocabulary in context Slide 17 Vocabulary
(cont.) For more context, look for use of the vocabulary in other
examples of authentic language. Use Google or WordReference, or
even better, use Bab.la or Lingue Bab.la Lingue Give feedback in
vocabulary notes.: Address common mistakes as a class like problems
with polysemy [words with several related meanings like the head:
of a person, of a pin, of an organization,] homonymy [words with
unrelated meanings like a file: used to put papers in or a tool,]
syntax, style and register Slide 18 Longer Recordings Summarize
main points of the recording Review it for problems (missing
information or misstatements. ) Compare their summary with a
recorded sample by a native speaker Compare their summary with a
classmate React to statements made in the recording Interview a
classmate about their reaction to a recording Make sure students
have the words they need, or have a way to get the information they
need or it will fall apart! Slide 19 How to create recordings Use
one of the many programs like Audacity, Windows Sound Recorder, or
GarageBand to create a recording yourself. You can do this for
vocabulary lists and short passages today. For longer recordings,
for conversations between two or more people, and for more
spontaneous examples of languages (anything that will require more
editing) make an appointment with LAITS. Slide 20 Hosting your
recordings Blackboard useful for files that may otherwise have
copyright issues since they are only available to students for this
educational purpose Departmental Website LAITS can help with simple
design ITunesU you may want to make your work open to all and this
is a great way to do it, it is also VERY good for a podcast style,
where you may be adding to material as you go along Slide 21 Dont
forget the radio Search the online radio for pre-recorded audio
files related to your theme. Many of the foreign radio services
websites have already created pedagogical portfolios to accompany
audio that they have produced. RFI Slide 22 Student created audio
Students are usually much better at creating amazing audio than we
are. Give them the chance to show off a bit by having THEM create
podcasts. These are great ways to assess oral skills. Even quick
and dirty can be revealing Have students record themselves reading
aloud Use smartphone voice memo during small group work Slide 23
All of this works for video as well Video (and still images) allow
students to connect to visual representations of the subject. Music
videos are especially good for this. Un Africain Paris Un Africain
Paris Use the same sequence of activities moving from viewing, to
answering questions about the clip, to repeating phrases, to
transcription. Slide 24 Other Video Adaptions YouTube clips of
interviews with similar themes Movie Trailers for related movies
News clips about the issues Clips from other sources (government,
non- profits, etc.) Online TV like TV5 also has tons of usable
activitiesTV5 Slide 25 How to guide viewing Ask students to
identify speakers, locations, relationships in the video Give
students pivotal vocabulary if it is new Ask students to raise
their hands when they hear certain expressions that have been in
focus in the classroom Ask questions that will allow them to follow
the general discourse Slide 26 Put a Ring on It You can commit to a
text and still get the course the students need Often the
supplementary materials will be what the students remember The
supplementary materials are how you can keep the course current
