Skip to main content

Atantôt

There is such a wealth of free and subscription material out there for French teachers that it hard to know what's worth a candle and what's not.

My old school subscribed to Esther Mercier's Atantôt site for several years and we were always happy to fork out our £40 each year. Atantôt is aimed very specifically for interactive whiteboard use and it fulfills its function very well indeed. It covers primary to KS3 very well, and to some extent KS4. The visuals are striking, clear and often amusing. Each collection of exercises allows for differentiation and development through the lesson.

The language covered may not fit perfectly with your own scheme of work and you cannot edit the resources as you can with Powerpoint, but these are minor niggles. You just have to pick and choose what fits and be prepared to teach new language when it comes up. The language is accurate and the range of activities is good. Pupils enjoy the resources which are really designed for teacher-led lessons above all.

Esther adds new material to the site on a regular basis, but you will probably, like most teachers, find the pages you like most and use them repeatedly. My classes always liked the pages on food where a cheeky rabbit ran across the screen pinching items which the class had to remember. I often used the pages on clothes and fashion which had splendidly colourful pictures for oral exploitation. I also enjoyed the interactive number and time pages.

There is plenty more to savour! If you haven't tried this site, you should really give it a look.

Comments

Popular posts from this blog

What is the natural order hypothesis?

The natural order hypothesis states that all learners acquire the grammatical structures of a language in roughly the same order. This applies to both first and second language acquisition. This order is not dependent on the ease with which a particular language feature can be taught; in English, some features, such as third-person "-s" ("he runs") are easy to teach in a classroom setting, but are not typically fully acquired until the later stages of language acquisition. The hypothesis was based on morpheme studies by Heidi Dulay and Marina Burt, which found that certain morphemes were predictably learned before others during the course of second language acquisition. The hypothesis was picked up by Stephen Krashen who incorporated it in his very well known input model of second language learning. Furthermore, according to the natural order hypothesis, the order of acquisition remains the same regardless of the teacher's explicit instruction; in other words,

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a language).

12 principles of second language teaching

This is a short, adapted extract from our book The Language Teacher Toolkit . "We could not possibly recommend a single overall method for second language teaching, but the growing body of research we now have points to certain provisional broad principles which might guide teachers. Canadian professors Patsy Lightbown and Nina Spada (2013), after reviewing a number of studies over the years to see whether it is better to just use meaning-based approaches or to include elements of explicit grammar teaching and practice, conclude: Classroom data from a number of studies offer support for the view that form-focused instruction and corrective feedback provided within the context of communicative and content-based programmes are more effective in promoting second language learning than programmes that are limited to a virtually exclusive emphasis on comprehension. As teachers Gianfranco and I would go along with that general view and would like to suggest our own set of g