Skip to main content

Video listening update

One of the innovations I am most happy with on frenchteacher.net is the concept of "video listening". Some time ago I began adding worksheets to the site which link to online videos. For me this is handy because it avoids copyright issues and for teachers the resources should be very convenient since sheets can be printed off and given to students for either self study in school or at home, or presentation from the front of the class with projector.

My impression with classes was that that they were more motivated to listen when they could also see something, even a simple face to face interview.

A survey I have done suggests plenty of teachers are making use of these listening worksheets. I only ever create worksheets I would have used myself in class. It may sound immodest, but I had a pretty good sense of what worked!

I have sheets at all levels, but with more at advanced and intermediate level. Easy listening online is much harder to find. My Free Samples page is here.

Here are the topics covered at advanced or adult level:

Talking about sport
Stereotypes
Why learn French?
Christmas in France
The Eiffel Tower
Song: Une bonne et heureuse année
Walking
E-cigarettes
Tablets and smartphones
Legalising c....bis
Love and marriage
Internet safety
Health - making vegetable soup
Holiday plans
Military school
La Ligue contre le cancer
Describing a film
Cinema - Etre et avoir extract
National stereotypes
La Terre est ronde - song by Orelsan - materialism, happiness...
La corrida (song) - bull-fighting
Savoir aimer - love
Hors saison song - relationships
Derniers baisers song - holidays, relationships
Describing a holiday
Alternative energy
Fracking
Erasmus
Job interview advice
Assisted dying
Homophobia
Forensic science - interview with a coroner
Animal rights
Bullying at school
Massed brawls of football hooligans
Beauty pageants for girls
Madame X - song by Cabrel about poverty and inequality
Châtelet Les Halles - song by Florent Pagny about life in the inner city
Villes nouvelles
Restos du coeur
Genetic modification
Deadly pollution in Italy
Extreme weather and climate change
Carbon capture and storage
What is democracy?
20th anniversary of the Channel Tunnel
The new Zoo de Vincennes - from BFM TV/Youtube
International Garden Festival, Chaumont-sur-Loire - from Truffaut.tv
Monet’s garden in Giverny – from Youtube
Comté salad recipe – from Auchan/Youtube
Appetiser recipe – from LeChefTV/Youtube
Boeuf bourguignon recipe - from 750 grammes/Youtube

Here are the intermediate (GCSE) resources:

Future tense - song Octobre by Francis Cabrel
Why learn French?
Family - a mother describes her daughters
Food - report on a Strasbourg restaurant
Health - walking
Health - Peppa Pig video on exercise
Home life/DIY - Peppa Pig - Papa accroche une photo
Home life - Peppa Pig video - une chasse au trésor
Health/sport - roller blading in paris
Holidays - talking about favourite holidays
Peppa Pig - Polly va en vacances
Peppa Pig - La fête de l'école
Peppa Pig - A la plage
Describing a film
Guided tour of Lyon
Funny talking animals

Finally, here are the few resources for post beginners:

School
Peppa pig goes shopping
Buying groceries
Daily routine
 Trotro joue à cache-cache - video listening
La famille Berrow






Comments

Popular posts from this blog

The latest research on teaching vocabulary

I've been dipping into The Routledge Handbook of Instructed Second Language Acquisition (2017) edited by Loewen and Sato. This blog is a succinct summary of Chapter 16 by Beatriz González-Fernández and Norbert Schmitt on the topic of teaching vocabulary. I hope you find it useful.

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…

A zero preparation fluency game

I am grateful to Kayleigh Meyrick, a teacher in Sheffield, for this game which she described in the Languages Today magazine (January, 2018). She called it “Swap It/Add It” and it’s dead simple! I’ve added my own little twist as well as a justification for the activity.

You could use this at almost any level, even advanced level where the language could get a good deal more sophisticated.

Put students into small groups or pairs. If in groups you can have them stand in circles to add a sense of occasion. One student utters a sentence, e.g. “J’aime jouer au foot avec mes copains parce que c’est amusant.” (You could provide the starter sentence or let groups make up their own.) The next student (or partner) has to change one element in the sentence, and so on, until you restart with a different sentence. You could give a time limit of, say, 2 minutes. The sentence could easily relate to the topic you are working on. At advanced level a suitable sentence starter might be:

“Selon un article q…

Google Translate beaters

Google Translate is a really useful tool, but some teachers say that they have stopped setting written work to be done at home because students are cheating by using it. On a number of occasions I have seen teachers asking what tasks can be set which make the use of Google Translate hard or impossible. Having given this some thought I have come up with one possible Google Translate-beating task type. It's a two way gapped translation exercise where students have to complete gaps in two parallel texts, one in French, one in English. There are no complete sentences which can be copied and pasted into Google.

This is what one looks like. Remember to hand out both texts at the same time.


English 

_____. My name is David. _ __ 15 years old and I live in Ripon, a _____ ____ in the north of _______, near York. I have two _______ and one brother. My brother __ ______ David and my _______ are called Erika and Claire. We live in a _____ house in the centre of ____. In ___ house _____ …

Dissecting a lesson: using a set of PowerPoint slides

I was prompted to write this just having produced for frenchteacher.net three separate PowerPoint presentations using the same set of 20 pictures (sports). A very good way for you to save time is to reuse the same resource in a number of different ways.

I chose 20 clear, simple, clear and copyright-free images from pixabay.com to produce three presentations on present tense (beginners), near future (post beginner) and perfect tense (post-beginner/low intermediate). Here is one of them:





Below is how I would have taught using this presentation - it won't be everyone's cup of tea, especially of you are not big on choral repetition and PPP (Presentation-Practice-Production), but I'll justify my choice in the plan at each stage. For some readers this will be standard practice.

1. Explain in English that you are going to teach the class how to talk about and understand people talking about sport. By the end of the lesson they will be able to say and understand 20 different sport…

Two ways to build in recycling: Intensive input-output work and narrow reading

We know repetition is vital for acquisition so we need to work it into lesson planning. There are various ways to do this when reading and listening. “Narrow reading” and “narrow listening” are useful, for example. Stephen Krashen first coined these terms and suggested that exposing students to a series of similar spoken or written sources of input was an effective way to promote acquisition. (His version was much less structured than what will be described below.) Text books often include a series of paragraphs featuring some vocabulary or structures in common to ensure repetition. Gianfranco Conti has turned this into a fine art with highly patterned sets of paragraphs including large amounts of repetition. We adopted this technique for our TES GCSE French units of work. Here are four French paragraphs where you see the technique in use. Repeated chunks are shown in bold.