Skip to main content

Video listening - le débarquement

Here is a simple gap-fill + oral recap resource I just uploaded to frenchteacher.net. It might suit your Year 12 class, or any relatively advanced class interested in the D-day landings. It's based onone of those excellent 1jour1question videos.


Le débarquement  1m 42

https://www.1jour1actu.com/monde/cest-quoi-le-debarquement

 

Écoutez et complétez les phrases :

1.    C’est la plus grande ____________ militaire de l’histoire de la France.

2.    Il a transformé le _____ de la Seconde Guerre mondiale.

3.    Il y a 80 ans toute l’Europe était en ______. (The audio says 70 years, as the video was made 10 years earlier.)

4.    L’Allemagne a _________ le conflit et dominait tout le continent.

5.    L’armée allemande occupe plusieurs pays ____ la France.

6.    La Grande Bretagne et la Russie _________.

7.    Les Allemands et les _______ sont en guerre en Russie.

8.    En Angleterre les alliés ont ________ le débarquement.

9.    Le 6 juin 1944, 160 000 soldats ont ________ la Manche en bateau et en avion.

10. La majorité des soldats ________ américains.

11. Les alliés ont utilisé un port __________ transportable.

12. Après deux semaines de ________ les soldats alliés contrôlent les côtes de la Normandie.

13. Alors, ils ont pu transporter du _________ et des hommes pour renforcer les armées sur place.

14. Moins d’un an après le débarquement, les Allemands ont reconnu leur _______.

15. Le 8 mai 1945 était la ___ de la Seconde Guerre mondiale en Europe.

 

Travail oral

Avec un(e) partenaire, de mémoire, dites quelque chose sur le débarquement à tour de rôle. Continuez le plus longtemps possible. Le premier ou la première qui ne peut rien dire a perdu !

 


 

Réponses

1.    C’est la plus grande opération militaire de l’histoire de la France.

2.    Il a transformé le cours de la Seconde Guerre mondiale.

3.    Il y a 80 ans toute l’Europe était en guerre. (The audio says 70 years, as the video was made 10 years earlier.)

4.    L’Allemagne a déclenché le conflit et dominait tout le continent.

5.    L’armée allemande occupe plusieurs pays dont la France.

6.    La Grande Bretagne et la Russie résistent.

7.    Les Allemands et les Russes sont en guerre en Russie.

8.    En Angleterre les alliés ont préparé le débarquement.

9.    Le 6 juin 1944, 160 000 soldats ont traversé la Manche en bateau et en avion.

10. La majorité des soldats étaient américains.

11. Les alliés ont utilisé un port artificiel transportable.

12. Après deux semaines de combats les soldats alliés contrôlent les côtes de la Normandie.

13. Alors, ils ont pu transporter du matériel et des hommes pour renforcer les armées sur place.

14. Moins d’un an après le débarquement, les Allemands ont reconnu leur défaite.

15. Le 8 mai 1945 était la fin de la Seconde Guerre mondiale en Europe.

 

Notes

D-Day was called Jour J in French.

débarquement = landings

Comments

Popular posts from this blog

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a language).

What is the natural order hypothesis?

The natural order hypothesis states that all learners acquire the grammatical structures of a language in roughly the same order. This applies to both first and second language acquisition. This order is not dependent on the ease with which a particular language feature can be taught; in English, some features, such as third-person "-s" ("he runs") are easy to teach in a classroom setting, but are not typically fully acquired until the later stages of language acquisition. The hypothesis was based on morpheme studies by Heidi Dulay and Marina Burt, which found that certain morphemes were predictably learned before others during the course of second language acquisition. The hypothesis was picked up by Stephen Krashen who incorporated it in his very well known input model of second language learning. Furthermore, according to the natural order hypothesis, the order of acquisition remains the same regardless of the teacher's explicit instruction; in other words,

The 2026 GCSE subject content is published!

Two DfE documents were published today. The first was the response to the consultation about the proposed new GCSE (originally due in October 2021) and the second is the subject content document which, ultimately, is of most interest to MFL teachers in England. Here is the link  to the document.  We are talking about an exam to be done from 2026 (current Y7s). There is always a tendency for sceptical teachers to think that consultations are a bit of a sham and that the DfE will just go ahead and do what they want when it comes to exam reform. In this case, the responses to the original proposals were mixed, and most certainly hostile as far as exam boards and professional associations representing the MFL community, universities, head teachers and awarding bodies are concerned. What has emerged does reveal some significant changes which take account of a number of criticisms levelled at the proposals. As I read it, the most important changes relate to vocabulary and the issue of topics