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Je ne suis pas adonné à Facebook (étant plutôt attiré par certains forums), mais j'ai l'impression que beaucoup de mes élèves le sont. J'ai entendu dire également qu'il existe une corrélation entre l'usage de Facebook et les résultats aux examens. Quoi qu'il en soit, voici un reportage intéressant:

Article tiré de Maxisciences:

"Qu'importe la cote de popularité de certains sur Facebook : la science prouve que nous sommes tous logés à la même enseigne en ce qui concerne notre réseau social. 
Le professeur Rubin Dunbar, de l'Université d'Oxford, vient contrarier quelque peu l'idéologie des inconditionnels de Facebook. Le scientifique vient de rendre les conclusions de son étude sur les groupements sociaux à travers les siècles. Celle-ci s'attarde sur le phénomène Facebook et démontre qu'il est impossible, pour le cerveau humain, d'entretenir un lien social avec plus de 150 amis, quel que soit le niveau de sociabilité.
Selon lui, le néocortex, zone du cerveau qui gère la pensée consciente et le langage, serait responsable de cette restriction. Il n'y aurait donc aucune différence entre les membres du site qui posséderaient des milliers d'amis et ceux qui n'en auraient "que" quelques centaines.
D'autre part, les femmes seraient plus douées pour les relations sociales sur Facebook que les hommes. Ces messieurs auraient en effet davantage besoin de se rencontrer physiquement pour maintenir le contact.Les conclusions du Pr. Dunbar, qui devraient être publiées cette année, sont attendues par les psychologues qui souhaitent prévenir les utilisateurs des effets néfastes du site. Ce dernier serait, en effet, à l'origine de conduites addictives et causerait un sentiment d'insécurité chez certaines personnes."


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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)

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’( The point i…

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…