Kit Assistants de langue anglaise

Kit d'Accueil PédagogiqueDAX

ASSISTANTS DE LANGUE ANGLAISE

Thanks

Activites (2)

Notions

Links

A few ideas

A few tips

Possibilities

Activities (1)

Introduction

KIT D'ACCUEIL

INDEX

Welcome to France! Welcome to Les Landes! Welcome to Dax! This afternoon, we’ll try to give you practical examples of what’s possible, advisable and beneficial … Feel free to be creative, imaginative and daring.Have a great school year in France!

Introduction

When starting a preparation ask yourself these questions: • What are the students working on in class with their English teacher? (What’s the cultural background? What are the objectives of the unit / chapter / sequence / “final task”? • What’s your objective? (to make the students improve their speaking skills? their writing skills? …) • How can you reach your objective? (What activities are most adapted? Which one comes first? second? ….)

A few tips (I)

When starting a preparation ask yourself these questions: • What are the different steps in each activity? (How does it start? What instructions will you give? What kind of help / guidelines will you give the students who could be a bit lost? … How does the activity end? ...)• Which material will you need? (photocopies, computers, sound, video projector, games, …)

A few tips (II)

(Cultural focuses)

Collège - Cycle 3 – 6° - A1 > A2 :La personne et la vie quotidienne (The person and daily life) Repères géographiques, historiques et culturels dans la langue étudiée (Geographical, historical and cultural landmarks) L’imaginaire (Fantasy)

Axes culturels - Notions

(Cultural focuses)

Collège - Cycle 4 – 5°, 4°, 3° - A2 > B1 :Langages (Languages) École et société (School and society) Voyages et migrations (Travel and migrations) Rencontre avec d’autres cultures (Meeting other cultures)

Axes culturels - Notions

(Cultural focuses)

Lycée - 2de – B1 > B1+L’art du vivre ensemble dans l’aire linguistique concernée (The art of living together)- Vivre entre générations (Generations living together)- Les univers professionnels, le monde du travail (Working worlds)- Le village, le quartier, la ville (Neighborhood, cities and villages)- Représentation de soi et rapport à autrui (Self-representation and relationships with others)- Sport et société (Sport and society)- La création et le rapport aux arts (Creation and arts)- Sauver la planète, penser les futurs possibles (Saving the planet, designing possible futures)- Le passé dans le présent (The past in the present)

Axes culturels - Notions

(Cultural focuses)

Lycée - 1°, Terminale – B1+ > B2 Gestes fondateurs et mondes en mouvement (Key moments and changing worlds)- Identités et échanges (Identities and exchanges)- Espace privé et espace public (Private and public spaces)- Art et pouvoir (Art and power)- Citoyenneté et mondes virtuels (Citizenship and virtual worlds)- Fictions et réalités (Fictions and realities)- Innovations scientifiques et responsabilité (Scientific innovations and responsibility)- Diversité et inclusion (Diversity and inclusion)- Territoire et mémoire (Territory and memory)

Axes culturels - Notions

Ideas ?Projects ?Experiences ?

Let's talk !

Let's play the activities... What could be the objectives ?Focus on the potential difficulties, How could you help ?How would you evaluate the activity ?…

Activities Workshop 1

Who am I ?Give students pieces of paper and tell them to write a famous person’s name on it. A person that they think everyone will know. Collect the pieces of paper and have the students come up one by one and tape a piece of paper with a famous person’s name on their back. Don’t let the students see who their person is. Then have the students mingle and look at each other names. The students then ask questions about themselves. (Am I .....?) They have to guess who they are.

Ice-Breakers

What could be the objectives ?Focus on the potential difficulties, How could you help ?How would you evaluate the activity ?…

Mystery boxPut a mystery object in a box. Have the students ask yes/no questions to guess what the mystery object is.

Ice-Breakers

What could be the objectives ?Focus on the potential difficulties, How could you help ?How would you evaluate the activity ?…

The AstronautThe "Astronaut" (a student) can’t see (blind) and "Houston" (another student) gives him/her directions to reach a goal in the classroom)

Ice-Breakers

What could be the objectives ?Focus on the potential difficulties, How could you help ?How would you evaluate the activity ?…

Question Strips As a Seated ActivityHave your students seated in pairs or in groups of three.Lay the cut-up questions – face-down – between the students. Students take turns randomly selecting questions to ask their partner(s). Encourage follow-up questions. Be sure to set a time frame for your students. Monitor and assist.

Ice-Breakers

Question Strips As a Standing Activity Have all your students stand up. Give one question strip to each student. Students find a partner and ask their question. Encourage follow-up questions. After the students have asked each other their questions, have them exchange question strips and find new partners and continue. Set a time frame as above. Monitor and assist.

Ice-Breakers

BEACH – Question strips (example) When was the last time you went to a beach? Did you enjoy it? Are there many good beaches in your country? Which one do you prefer?How long does it take you to travel to a beach? Do you ever worry about sharks when you swim at a beach? What kinds of activities can you do at a beach? Would you like to live next to a beach? Why? / Why not?Would you like to work as a lifeguard? Why? / Why not? Can you swim? If ‘yes’, when did you learn how to swim? Tell me about a time you went to a beach.

Ice-Breakers

BEACH – Question strips (exemple) Quand avez-vous été à la plage pour la dernière fois ? Avez-vous apprécié ?Y a-t-il beaucoup de belles plages dans votre pays ? Laquelle préférez-vous ?Combien de temps vous faut-il pour vous rendre à une plage ? Avez-vous parfois peur des requins lorsque vous vous baignez sur une plage ? Quelles sortes d'activités peut-on faire sur une plage ? Aimeriez-vous vivre près d'une plage ? Pourquoi ? / Pourquoi pas ? Aimerais-tu travailler comme maître-nageur sauveteur ? Pourquoi ? / Pourquoi pas ? Savez-vous nager ? Si oui, quand avez-vous appris à nager ? Raconte-moi une fois où tu es allé(e) à la plage.

Ice-Breakers

What could be the objectives ?Focus on the potential difficulties, How could you help ?How would you evaluate the activity ?…

Lie detector (ice-breaker)Think of two true things about yourself and one lie. Students must ask you questions to find out which is the lie. You can limit the number of questions or put a time limit on asking questions or simply have them ask questions until they think they know the lie. Then finally the students make their guesses and you tell them if they are right or not. Model the exercise first then let the students try it out. You can make it into a game where people compete to find the most lies or who is the best liar. (Questions fermées et ouvertes)

A few ideas (I)

Snow balls - Paper fight (ice-breaker) Write 3 questions on the board. Students must then write their answers on the pieces of paper. Students then crumple the paper up into a ball and throw it at each other. Let the "fight" continue as people pick up paper balls off the floor and throw them. Yell "stop" and students must pick up a piece of paper and open it up. Students then ask each other questions trying to find the owner of the paper. Once they give the person their paper back, they can sit down. Il faut être à l’aise avec la gestion de classe mais l’activité est vivante et permet de vraiment "briser la glace" pour créer une dynamique de classe. Exemples de questions : What’s you favourite colour ? What’s your favourite English word ? What’s your favourite holiday destination ? What’s your favourite fruit or vegetable ? ...

A few ideas (II)

Board games - Kloo : The game consists of two decks of cards and the goal is to create a sentence that makes sense using only the cards that you have in your hand. You can also create a similar game. - Trivial Pursuit : Family pack (2 levels) - Brain Box (memory games)

A few ideas (III)

Other activities (1)Cluedo (play, create, act …) English School Magazine (print or online) Video blog (reporters) Job presentation (capsules, articles) Chinese Portraits (If I were … I would be ….. …) Presentations (prepare, rehearse, present, evaluate…) Virtual Museum (create on “emaze” – arts – articles - ) Polls (prepare the questions, survey, results analysis, publish) Newspapers (reading, summarize, debate)

A few ideas (IV)

Other activities (2)Sports (presentation, practice…) cf. EPS teachersEnvironmental project (present, create, imagine…) Time capsule (talking about the present and imagining the future) On the phone (back-to-back in class) Languages Week National holidays (background, celebration, … ) Talent show (rehearse, perform…) Theatre plays (read, act it out, direct, perform) Role playing (at the restaurant, job interview, lost in a city …)

A few ideas (IV)

Other activities (3)Movie club (let’s talk about the films we like…)Book Club (let’s talk about a book we like) Start a mail exchange with your former school The best job in the world (capsules, imagine, act it out) News Club (watch, understand, explain, discuss) Online Games (Quizizz, Kahoot, Geography Map Games, ...)

A few ideas (IV)

Let's do the activities... What could be the objectives ?Focus on the potential difficulties, How could you help ?How would you evaluate the activity ?…

Activities Workshop 2

Reading and Understanding

Reading (I)

Reading and Understanding How would you start this activity?What instructions would you give the students before reading? Would you give a different instruction each time you ask the students to read the document? Why? What would be your cultural / historical / language focuses? What research (web, library, …) would you ask the students to do?

Reading (I)

Reading and Understanding

Reading (II)

Reading and Understanding How would you start this activity?What instructions would you give the students before reading? Would you give a different instruction each time you ask the students to read the document? Why? What would be your cultural / historical / language focuses? What research (web, library, …) would you ask the students to do?

Reading (II)

Describing and Analyzing

Artwork (I)

Describing and AnalyzingHow would you start this activity? What instructions would you give the students before describing? What would be your cultural / historical / language focuses? What research (web, library, …) would you ask the students to do? How would you help analyzing this painting?

Artwork (I)

Describing and Analyzing

Artwork (II)

Describing and AnalyzingHow would you start this activity? What instructions would you give the students before describing? What would be your cultural / historical / language focuses? What research (web, library, …) would you ask the students to do? How would you help analyzing this painting?

Artwork (II)

History & Culture

How would you organize this activity? What instructions would you give the students before starting? What would be your cultural / historical / language focuses? What research (web, library, …) would you ask the students to do? How would you help ?

History & Culture

Activités possibles

La page Assistants de Langues de l’académie de Bordeaux Devenir Assistant de Langues en France Le Guide de l'assistant de langue en France Assistants de langue en France : dossier d’Assurance Maladie Le guide pour l'école et l'établissement accueillant un assistant de langue

Liens

Genially by A. Denuttte

HAVE A GREAT YEAR IN FRANCE!

THANKS!