Skip to main content

Tout le monde aime... personne n'aime...

How about this for a filler activity or one-off lesson for high intermediate or advanced students to practise tout le monde and personne (followed by ne)?

Just get students to note down with a time limit, say (5 minutes) as many sentences starting with the phrase tout le monde aime... They can then either feed back to the teacher, or compare notes in pairs. As an alternative the teacher could read out their own list of ideas and get students to tick off everyone they also thought of. This has the advantage of providing some good listening input.

A further twist would be for the teacher to read out a numbered list of appropriate statements and inappropriate ones, in random order. Students would mark a tick or cross for each statement. This would focus more on listening than speaking.

You could then do the same activities with sentences beginning with personne n'aime. This is a handy structure to practise because of the awkward positioning of the ne.

The sharing of examples could easily lead to discussion of contentious examples or of personal likes and dislikes. The whole activity is multi-skill and presents an opportunity for vocabulary building.

How about these examples. You and your students may come up with more inventive ones.

Tout le monde aime

recevoir un cadeau
manger des glaces
partir en vacances
avoir des amis
les pingouins
prendre un bon repas
rire/rigoler
entendre une bonne blague
caresser un chat
avoir assez d'argent
être libre
être en bonne santé
regarder un bon film
avoir une bonne conversation
avoir un travail intéressant
rencontrer une personne sympathique
manger du chocolat
avoir un logement confortable
dormir
vivre longtemps
l'odeur de l'herbe fraîchement coupée
un beau panorama
faire un beau rêve
gagner la loterie


Personne n'aime...

aller chez le dentiste
être malade
rater des examens
rater son permis de conduire
avoir mal au coeur
vomir
toucher une araignée
être insulté
l'injustice
la guerre
être seul tout le temps
avoir faim
avoir soif
avoir tort
avoir froid
être harcelé
être sans abri
l'insomnie
avoir mal à la tête
avoir un accident
perdre un proche
être toxicomane
les mauvaises odeurs
être pauvre
perdre sa vue
faire des cauchemars
être constipé
avoir de la diarrhéee







Comments

Popular posts from this blog

What teachers are saying about The Language Teacher Toolkit

"The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence." (Ernesto Macaro, Oxford University Department of Education)

"I absolutely love this book based on research and full of activities..  The best manual I've read so far. One of our PDs from the Australian Board of Studies recommended your book as an excellent resource.  I look forward to the conference here in Sydney." Michela Pezzi, Teacher, Australia, Facebook)

"Finally, a book for World Language teachers that provides practical ideas and strategies that can actually be used in the classroom, rather than dry rhetoric and theory that does little to inspire creativity in ways that are engaging for both students and teachers alike." (USA teacher, Amazon review)

New GCSE resources on frenchteacher

As well as writing resources for the new A-levels, I have in recent months been posting a good range of materials to support the new GCSEs. First exams are not until 2018, but here is what you can find on the site in addition to the many other resources (grammar exercises, texts, video listening etc).

I shall not produce vocabulary lists since the exam board specifications now offer these, with translations.

Foundation Tier 

AQA-style GCSE 2016 Role-plays
AQA-style GCSE 2016 Photo card conversations
AQA-style GCSE 2016 Photo card conversations (2)
100 translation sentences into French (with answers)
Reading exam
Reading exam (2)
How to write a good Foundation Tier essay (ppt)
How to write a good Foundation Tier essay (Word)

Higher Tier 

AQA-style GCSE 2016 Photo card conversations (Higher tier)
AQA-style GCSE 2016 Photo card conversations (Higher tier) (2)
20 translations into French (with answers)
Reading exam (Higher tier)
How to write a good Higher Tier essay (ppt)
How to write a…

5 great zero preparation lesson ideas

When the pressure is on and there are only so many hours on the week, you need a repertoire of zero preparation go-to activities which promote input and/or practice. Here are five you might well find useful.

1. My weekend

We know that listening is the most important yet often neglected skill for language learning. It's also something some pupils find hard to do. To develop listening skill and provide tailored comprehensible input try this:

You tell the class you are going to recount what you did last weekend and that they have to make notes in English. The amount of detail you go into and the speed you go will depend on your class. Talk for about three minutes. If you spent the whole weekend marking, you can always make stuff up!

You then make some true or false (maybe not mentioned too) statements in the target language about what you said in your account. Class gives hands up (or no hands up) answers. This can then lead into a simple pair work task where pupils make up their own tru…

Three AQA A-level courses compared

I've put together my three reviews of worthy A-level courses which you might be considering for next September. They are all very useful courses, but with significant differences. The traditional Hodder and OUP book-based courses differ in that the former comes in one chunky two year book, whilst OUP's comes in two parts, the first for AS or the first year of an A-level course. The Attitudes16 course by Steve Glover and Nathalie Kaddouri is based on an online platform from which you would download worksheets and share a logon with studenst who would do the interactive parts (Textivate and video work). The two text books are supported by interactive material (Kerboodle) or an e-text book.

Attitudes16





An excellent resource which should be competing for your attention at the moment is the Attitudes16 course which writers Steve Glover and Nathalie Kaddouri have been working on for some time. You can find it here at dolanguages.com, along with his excellent resources for film and li…

The Language Teacher Toolkit review

We were delighted to receive a review of The Language Teacher Toolkit from eminent applied linguist Ernesto Macaro from Oxford University. Macaro is a leader in the field of second language acquisition and applied linguistics. His main research interests are teacher-student interaction and language learning strategies pupils can use to improve their progress.

Here is Professor Macaro's review:
The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence. So for example the ‘methodological principles’ on page 11 are supported by the research they then refer to later in the book and this approach is very similar to the one that we (Ernesto Macaro, Suzanne Graham, Robert Woore) have adopted in our ‘consortium project’(http://pdcinmfl.com). The point i…