[…] Read the second installment in this series on Assessments in the Communicative and Comprehension based classroom: Assessments for Novice learners. […]
[…] Read the third installment in this series on Assessments in the Communicative and Comprehension based classroom: Assessments for Novice learners. […]
Hi, I am looking at Alice, Khadra et CAmille and I understand it is a series, but each can be read independently of the others. Alice has the most number of words, but does it have the simplest structures? Does Keadra have more complex structures, and then Camille the most complex of the three? Merci
Hi Brenda, the number of unique words is about the same (300-340) and so are the structures and tenses. Feel free to read a sample of each book on my blog to get a feel.
[…] Even though the Eurovision Song Contest has been around for over 60 years, I didn’t discover it until a few years ago when the wonderful Cécile Lainé wrote about a French Eurovision participant in her wonderful resource Le Petit Journal Francophone. […]
[…] 2014, I attended the Agen workshop and it really transformed my approach because it got me hooked on 1) telling stories and 2) using personal questions and answers as a way […]
[…] and once I put my usual minimum stuff on the walls, there was A LOT of space left. What to do? “Super Seven”, “Sweet Sixteen”, rejoinders, cultural posters, etc.? I honestly was worried it would […]
[…] on Monday (in the past) and on Friday (in the near future), feeling SO thankful for the “Shelter vocabulary, not grammar” TPRS advice! Finally, I have started shifting the responsibility of questioning to the […]
[…] a teacher who loves using Story Listening and Reading (and Movie Talk) to facilitate language acquisition, the question I get asked the most is: […]
[…] EDIT: Since I wrote this post back in 2013, I have simplified my routine so it is more efficient and relies less on looking up words in the dictionary. Here is the updated routine. […]
With my larger classes, I have students ask each other the questions in partners or small groups so they all get to express themselves at least to a peer. 🙂 Thanks for the wonderful slide show!
Bonjour Cécile,
Merci pour le document partagé avec les histoires d’Alice Ayel. Je venais juste de commencer à faire un document comme ça avec les 3 premières histoires. C’est super d’en avoir plus d’un coup…
I have made a Quizlet Set for the first 3 stories. This is to introduce the vocabulary to students with the Flashcards (they can also start with that on their own), and doing revisions with Quizlet.live later.
Would that be part of a CI lesson? Or would you rather not do that?
(I can had the link to the document shared but didn’t want to do it without asking first.)
Merci de me dire…
[…] have been wanting to write this post for a long time! After I came back from my TPRS workshop in Agen in 2014, I was eager to incorporate the new methodology I had observed into my own classroom […]
[…] was much more efficient. Because I originally had a hard time believing this myself, I ran my own amateur research, and reproduced these results with a 7th grade class. Mind […]
[…] Well, these two anecdotes tell me some of them do: 1) we talk about how we feel everyday (our daily warm-up). Two or three weeks ago, Ben attempted to use the past tense, he stumbled and self corrected a few […]
Cecil, thanks for sharing such wonderful resources. I clicked on “supplementation” and the link led me to internet limbo. Could you please share what supplementation refers to?
Gracias,
Bonjour, my Fr 2 students and I read Alice and Khadra first semester. We will read Camille second semester. We enjoyed listening to the recordings of each chapter of Alice and Khadra. Will you be making recordings of Camille? Merci!
Bonjour, I am so glad you and your students enjoyed the first two books. Camille is my favorite one! There is a recording of Camille available in this very post. Let me know if you can’t see it.
Chere Cecile, je m’excuse. Je vois maintenant. J’ai oublie que c’est un dossier “zip” avec tous les fichiers. Merci et bien a vous, Brenda
Loading...
[…] am preparing a blog post about this one (**2017 update, here is the blog post, finally!). I don’t give my students vocab lists. Rather, they have to give me the vocab that […]
I have been using Raconte-moi! encore! and Conte-inuons! (Carol Gaab’s French textbooks,) for the past ten years. Wayside is not selling it (not that I could find.) Is there something similar?
[…] Read the second installment in this series on Assessments in the Communicative and Comprehension based classroom: Assessments for Novice learners. […]
[…] Read the third installment in this series on Assessments in the Communicative and Comprehension based classroom: Assessments for Novice learners. […]
[…] the fourth installment of this series on Assessments in the Communicative and Comprehension based classroom: Pre-assessing […]
[…] the last installment in this series on Assessments in the Communicative and Comprehension based classroom: Why I still […]
Hi, I am looking at Alice, Khadra et CAmille and I understand it is a series, but each can be read independently of the others. Alice has the most number of words, but does it have the simplest structures? Does Keadra have more complex structures, and then Camille the most complex of the three? Merci
Hi Brenda, the number of unique words is about the same (300-340) and so are the structures and tenses. Feel free to read a sample of each book on my blog to get a feel.
[…] Even though the Eurovision Song Contest has been around for over 60 years, I didn’t discover it until a few years ago when the wonderful Cécile Lainé wrote about a French Eurovision participant in her wonderful resource Le Petit Journal Francophone. […]
Thank you for posting this. I appreciate the context and the resources for us language teachers to use moving forward!
[…] 2014, I attended the Agen workshop and it really transformed my approach because it got me hooked on 1) telling stories and 2) using personal questions and answers as a way […]
[…] Teaching in the age of a pandemic – part 4b: Hacking Google Slides to foster interaction with cont… […]
I love this process and am planning on doing it with Advanced adult students. I especially like the idea of combining it with Fluency Writing.
[…] and once I put my usual minimum stuff on the walls, there was A LOT of space left. What to do? “Super Seven”, “Sweet Sixteen”, rejoinders, cultural posters, etc.? I honestly was worried it would […]
[…] my TPRS training last summer, Lynette Saint George always started her lessons by asking students how they felt, she […]
[…] on Monday (in the past) and on Friday (in the near future), feeling SO thankful for the “Shelter vocabulary, not grammar” TPRS advice! Finally, I have started shifting the responsibility of questioning to the […]
[…] a teacher who loves using Story Listening and Reading (and Movie Talk) to facilitate language acquisition, the question I get asked the most is: […]
I love this post! Thanks Cécile, for answering the question on everyone’s mind. 🙂
[…] EDIT: Since I wrote this post back in 2013, I have simplified my routine so it is more efficient and relies less on looking up words in the dictionary. Here is the updated routine. […]
[…] for songs? Here is my song collections for Novice and for Intermediate […]
With my larger classes, I have students ask each other the questions in partners or small groups so they all get to express themselves at least to a peer. 🙂 Thanks for the wonderful slide show!
Yes absolutely, that is the end goal! 🙂
Bonjour Cécile,
Merci pour le document partagé avec les histoires d’Alice Ayel. Je venais juste de commencer à faire un document comme ça avec les 3 premières histoires. C’est super d’en avoir plus d’un coup…
I have made a Quizlet Set for the first 3 stories. This is to introduce the vocabulary to students with the Flashcards (they can also start with that on their own), and doing revisions with Quizlet.live later.
Would that be part of a CI lesson? Or would you rather not do that?
(I can had the link to the document shared but didn’t want to do it without asking first.)
Merci de me dire…
Bonjour, feel free to add.
[…] have been wanting to write this post for a long time! After I came back from my TPRS workshop in Agen in 2014, I was eager to incorporate the new methodology I had observed into my own classroom […]
[…] was much more efficient. Because I originally had a hard time believing this myself, I ran my own amateur research, and reproduced these results with a 7th grade class. Mind […]
[…] to try Story Listening? Here are 40 Novice stories to get you started (complete with original script, adaptation, and an […]
[…] Well, these two anecdotes tell me some of them do: 1) we talk about how we feel everyday (our daily warm-up). Two or three weeks ago, Ben attempted to use the past tense, he stumbled and self corrected a few […]
Cecil, thanks for sharing such wonderful resources. I clicked on “supplementation” and the link led me to internet limbo. Could you please share what supplementation refers to?
Gracias,
Sorry, I fixed the link! Here is what Comprehension-Aiding Supplementation mean: http://www.benikomason.net/content/articles/pdf_new_terminology_2018._llt_copy.pdf
I fixed the link, thank you!
[…] I also used Alice Ayel’s story videos for those days where I needed a break. Thank you Alice for providing comprehensible input to my […]
[…] use Song of the week to explore music. Since we spent 2 weeks on this cultural unit, I selected the following two […]
This is wonderful! Thanks so very much for sharing. Vous êtes merveilleuse!
Bonjour, my Fr 2 students and I read Alice and Khadra first semester. We will read Camille second semester. We enjoyed listening to the recordings of each chapter of Alice and Khadra. Will you be making recordings of Camille? Merci!
Bonjour, I am so glad you and your students enjoyed the first two books. Camille is my favorite one! There is a recording of Camille available in this very post. Let me know if you can’t see it.
Chere Cecile, je m’excuse. Je vois maintenant. J’ai oublie que c’est un dossier “zip” avec tous les fichiers. Merci et bien a vous, Brenda
[…] am preparing a blog post about this one (**2017 update, here is the blog post, finally!). I don’t give my students vocab lists. Rather, they have to give me the vocab that […]
Thank you. So inspiring, as always.
I have been using Raconte-moi! encore! and Conte-inuons! (Carol Gaab’s French textbooks,) for the past ten years. Wayside is not selling it (not that I could find.) Is there something similar?
Perhaps “Nous Sommes” by Martina Bex?