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Ariane - an example of video listening

I posted this worksheet on today. You could use it in class, teaching from the front, pausing and repeating the video as much as you want. Make sure you can access Vimeo. Alternatively, the handout could be used at home by students, for correction in class. The level is high intermediate/low advanced so might suit an excellent Y10 group up to an AS level class. The linked video is from the excellent series of short video presentations from 1jour1actu for French children.

C’est quoi, la fusée Ariane ?   1m 42s

Regardez et écoutez. Cochez les phrases correctes et complétez la liste de vocabulaire.

1.         Une fusée, c’est aussi un « lanceur ».
2.         Ariane est construite par la France uniquement.
3.         Ariane a volé pour la première fois il y a 35 ans.
4.         Ariane est lancée à Kourou en France.
5.         En ce moment c’est la cinquième version d’Ariane qui est en service.
6.         En 2014 elle a fait cinq vols.
7.         Le rôle d’Ariane est de transporter des satellites dans l’espace.
8.         Ces satellites ont un objectif militaire principalement.
9.         Certains satellites permettent de capter différentes chaînes de télévision.
10.       Donc on peut dire que, grâce à Ariane, on peut mieux trouver sa            destination en voiture.
11.       Ariane transporte moins de satellites que les fusées russes et américaines.
12.       C’est un lanceur fiable et costaud.
13.       Ariane peut transporter presque 20 tonnes.
14.       Ariane est moins chère que le nouveau lanceur rival américain.
15.       Les Européens vont développer une nouvelle version d’Ariane pour l’an               2020.


rocket - _________ (f)                                  launcher - _________ (m)
to take off - ___________                             to take off – s’__________
freighter  – c______ (m)                               powerful – p_______, c_______
to take, transport – e__________                 in orbit - ___ _______
to receive (a signal) - ________                   to find your way – s_ ________       
Earth dweller, earthling - _________ (m)     success - _________ (f)
reliable - _______                                         formidable – r____________
low cost - _ ___ ____                                    efficient – p__________
construction job – c________ (m)         to see the light of day - _____ __ _____


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"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…

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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…