Skip to main content

Guided translation + for beginners

This is a resource from the frenchteacher Samples page. It requires careful reading, guided translation, with a degree of personalisation and writing. The source text could also be exploited in other ways to maximise recycling of the language. Activities could include reading aloud, question-answer, short term memory aural gap-fill (where the text is hidden, read by the teacher with pauses for gaps to be filled), correcting false statements and translation of words, chunks and sentences (both ways, L1 to L2, L2 to L1), dictation, running dictation or gapped dictation.

Here it is.

Ma ville – Amélie parle

J’habite un appartement à La Rochelle, une ville dans l’ouest de la France sur la côte atlantique. C’est une ville historique avec ses trois tours célèbres. Les touristes adorent faire du shopping sous les vieilles arcades du centre-ville et se promener près du vieux port.

A La Rochelle on peut faire des promenades en bateau aux îles, visiter des musées, flâner dans le vieux port et les jardins publics et prendre un bon repas dans les nombreux restaurants. Les spécialités locales sont le poisson et les fruits de mer.

Chaque été il y a un grand festival de musique qui s’appelle les Francofolies. On peut voir beaucoup de concerts différents. Le dimanche matin il y a un énorme marché très populaire à La Pallice, pas loin du centre. Il y a aussi un excellent marché au centre-ville tous les samedis.

A La Rochelle les gens adorent faire de la voile. Il y des centaines de bateaux. La Rochelle est l’un des plus grands ports de plaisance de l’Europe. Il y a une plage, des cinémas, des centres commerciaux et un théâtre. On peut faire du bowling et aller à la piscine aussi. L’aquarium est magnifique. Les gens l’adorent quand il pleut.

J’aime ma ville. Il fait souvent beau, c’est agréable il y a beaucoup de choses à faire.


My town – Amélie is talking

I live in a _______ in la Rochelle, a ____ in the ____ of France on the __________ ______. It’s a ________ town with its ____ _______ towers. Tourists ____ going _________ under the _____ arcades of the ____-_____ and ________ by the ______ harbour.
__ La Rochelle you ___ go for a ____ ____ to the ________, visit ______, take a ______ in the ____ port and ______ and have a nice _____ in the ______ restaurants. The local ____________ are ____ and ________.
______ summer _____ __ a large _____ ________ ______ les Francofolies. You can ____ _____ of different concerts.
On ______ mornings ____ __ a huge, very _______ ____ at La Pallice, not _____ from ___ _____. ____ __ also an _________ ______ in ___ ____-____ _____ Saturday.
__ La Rochelle ______ love _______. There are _________ of ______. La Rochelle is one of the ______ marinas in ______.
____ __ a _____, cinemas, shopping ______ and a _______. You can ___ bowling and __ to the _______-____ too. The aquarium ___ ____________. _____ love it when it _____.
I _____ __ _____. The weather is ______ ____, it’s ________ and there are _____ of _____ to do.


Cochez les phrases correctes.

1.​ Amélie habite une maison à la campagne.
2.​ La Rochelle est dans l’est de la France.
3.​ C’est une ville avec beaucoup d’histoire.
4.​ Il y a des tours célèbres.
5.​ Les visiteurs aiment faire du shopping ici.
6.​ Il y a des arcades au centre-ville.
7.​ On ne peut pas aller au théâtre à La Rochelle.
8.​ Il y a un festival de danse célèbre.
9.​ Le temps est souvent beau.
10.​ Il y a un superbe marché à La Pallice.
11.​ Il n’y a pas de plage.
12.​ Les activités sont limitées à La Rochelle.
13.​ On peut manger des fruits de mer ici.
14.​ Il n’y a pas de piscine.
15.​ Amélie aime sa ville.

Tick off any of these sentences which would apply to you.

1.​ J’habite un appartement.
2.​ J’habite une maison.
3.​ J’habite une grande ville.
4.​ J’habite une petite ville.
5.​ J’habite à la campagne.
6.​ Il y a beaucoup de choses à faire dans ma ville.
7.​ C’est très calme où j’habite.
8.​ Ma ville est touristique.
9.​ Ma ville est historique.
10.​ Il y a un marché dans ma ville.
11.​ Il y a un cinéma près de chez moi.
12.​ Je peux aller à la piscine près de chez moi.

Now make up five sentences about where you live.

1.​_______________________________________
2.​_______________________________________
3.​_______________________________________
4.​_______________________________________
5.​_______________________________________



- Posted using BlogPress from my iPad

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…

Designing a plan to improve listening skills

Read many books and articles about listening and you’ll see it described as the forgotten skill. It certainly seems to be the one which causes anxiety for both teachers and students. The reasons are clear: you only get a very few chances to hear the material, exercises feel like tests and listening is, well, hard. Just think of the complex processes involved: segmenting the sound stream, knowing lots of words and phrases, using grammatical knowledge to make meaning, coping with a new sound system and more. Add to this the fact that in England they have recently decided to make listening tests harder (too hard) and many teachers are wondering what else they can do to help their classes.

For students to become good listeners takes lots of time and practice, so there are no quick fixes. However, I’m going to suggest, very concisely, what principles could be the basis of an overall plan of action. These could be the basis of a useful departmental discussion or day-to-day chats about meth…