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"Gained time"

Les oraux sont terminés et les élèves de Y11, 12 et 13 sont partis. On pousse un grand soupir de soulagement. Nous autres profs aimons bien cette période où on peut commencer à faire nos projets pour lesquels on n'a pas eu le temps jusqu'ici. Il y a des programmes à préparer pour l'an prochain, des idées à discuter, mais aussi des bulletins scolaires à écrire.

Comment organiser l'année de terminale pour l'an prochain? Le programme a changé. Plus de "coursework". Avec AQA les "cultural topics" à faire. Nous commençons à réfléchir sur notre planning. J'ai en tête l'idée de travailler sur une oeuvre littéraire après Noël, d'étudier un peu une époque historique avant Noël et de laisser travailler les élèves un peu sur un sujet qu'ils auront choisi eux-mêmes. Donc ils auront le choix entre trois sujets quand ils auront à faire leurs deux examens en mai/juin prochain. Qu'en pensez-vous?

J'ai revu avec mes élèves l'autre jour un film que j'adore: Un long dimanche de fiançailles. On pourrait étudier un peu la première guerre mondiale vue par la France. Ou bien on pourrait visionner le film et lire le roman dont il est tiré comme sujet littéraire.

Et puis j'ai vu chez HMV ce matin Au revoir les Enfants, un autre film également émouvant. Je vois un lien immédiat avec La Peste que j'ai fait plusieurs fois avant et que j'ai lu moi-même au lycée. La résistance et la collaboration sont des thèmes bien rôdés pour A-level, mais on pourrait les aborder quand même.

Je trouve quand même bizarre que nos élèves écriront leurs disserts et que l'examinateur ne pourra même pas juger le vrai fond de leur travail. Cela va exiger une préparation soignée pour que les élèves ne perdent pas de points le jour de l'examen.


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The latest research on teaching vocabulary

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1.  Background

The authors begin by outlining the clear importance of vocabulary knowledge in language acquisition, stating that it's a key predictor of overall language proficiency (e.g. Alderson, 2007). Students often say that their lack of vocabulary is the main reason for their difficulty understanding and using the language (e.g. Nation, 2012). Historically vocabulary has been neglected when compared to grammar, notably in the grammar-translation and audio-lingual traditions as well as  communicative language teaching.

(My note: this is also true, to an extent, of the oral-situational approach which I was trained in where most vocabulary is learned incidentally as part of question-answer sequence…

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What is “delayed dictation”?

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It’s an added challenge for students but has significant value, I think. It reminds me of a phenomenon in music called audiation. I use it frequently as a singer and I bet you do too.

Audiation is thought to be the foundation of musicianship. It takes place when we hear and comprehend music for which the sound is no longer or may never have been present. You can audiate when listening to music, performing from notation, playing “by ear,” improvising, composing, or notating music. When we have a song going round in our mind we are audiating. When we are deliberately learning a song we are audiating.

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“Example of really big mistake: calling formative assessment formative assessment rather than something like "responsive teaching".”

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Daily Geek Show

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France Bienvenue

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