French Playground

The French Playground is an original resource for French teachers and students. The site offers two different ways to engage students in authentic French activities and culture.

1. COIN CULTUREL: You choose from a calendar of free French cultural events where you and your students can participate in online French games, performances, interviews, class mystery meetings, meet-and-greets, co-teach lessons and engage in activities for authentic French interaction with other schools worldwide, at any date and time.

2. MISSIONS: Choose from dozens of pre-made authentic French challenges, tasks and dares (called Missions). French students can collect points and submit completed Missions to the French Playground for badges.

Teacher Etienne Langlois wrote on Facebook:

"I've been teaching French (all levels) for 24 years. This is by far the greatest thing I've ever done for my French students. Interacting on the French Playground is free and in one click you can be live, online with other French classes from around the world. Monday we played Kahoot in French with over 70 students. Tuesday we played Quizlet in French, Wednesday we took part in a live interview with a French ventriloquist, today, we team-taught a lesson with a school living 24 hours away in Toronto doing the "Jeud-I-mage" together. Thank you to everyone that created this amazing, living platform for my French students (designed by over 100 French teachers from around the world... credit where credit is due)."

You can explore and find events or missions here:

frenchplayground.com

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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.

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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…

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

English

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