Qu'est-ce qui fait rire?

How about this for a one-off lesson when you you think your class need a break? Play each video below and ask Est-ce que c'est drôle? Pourquoi? Then you could lead into a discussion on what makes things funny? C'est quoi, l'humour? Qu'est-ce qui vous fait rire? Quand avez-vous ri récemment? Pourquoi? Or you could do it in reverse, saving the videos until later.

Or how about: "je ris quand...." (students add 5 sentences each)

Vocabulaire utile:

rire (de) - to laugh (at)
éclater de rire - to burst out laughing
avoir le fou rire - to have a fit of the giggles, laugh uncontrollably
mourir de rire - to die laughing
se moquer de - to laugh at (l') absurde, ridicule - absurd humoristique - humorous
comique, drôle, marrant, amusant, rigolo - funny
se marrer - to laugh, have a laugh
ça fait rire - ity makes you laugh
divertissant - entertaining
inattendu - unexpected
spirituel - witty
hilarant - hilarious
l'ironie - irony
le satire - satire
tourner (q.qu/q.ch) en dérision, chambrer (q.qu) - to mock
la bouffonnerie - buffoonery, farce
la farce, grosse farce, l'humour tarte à la crème/burlesque - slapstick
l'humour noir - black comedy
un sketch (comique) - sketch
une attente - expectation
raconter une plaisanterie, une blague - tell a joke
plaisanter, blaguer - to joke

Comments

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

Language Teacher Toolkit: Steve Smith's blog

Search This Blog