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Teaching Assistants

D 14 septembre 2017     A Englishpager    


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Introduction

Welcome to France ! Welcome to Les Landes ! Welcome to Dax !
This is going to be an extraordinary experience for you and for the students you’ll be working with.
This afternoon, we’ll try to give you practical examples of what’s possible, advisable and beneficial … and feel free to be creative, imaginative and daring.
Have a great school year in France !

A few tips …

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 ? ….)
- 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 it end ? ...)
- Which material will you need ? (photocopies, computers, sound, video projector, games, …)

Axes culturels - Notions (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 (The imaginary)

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

Lycée
2de – B1 > B1+
- L’art du vivre ensemble dans l’aire linguistique concernée
 Vivre entre générations
 Les univers professionnels, le monde du travail
 Le village, le quartier, la ville
 Représentation de soi et rapport à autrui
 Sport et société
 La création et le rapport aux arts
 Sauver la planète, penser les futurs possibles
 Le passé dans le présent
(The art of living together : Living between generations, Professional worlds, the world of work, The village, the district, the city, Self-representation and relationship with others, Sport and society, Creation and the relationship to the arts
Saving the planet, thinking about possible futures, The past in the present
)

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

*Bac 2020 : Mythes et héros / Espaces et échanges / Lieux et formes de pouvoir / L’idée de progrès (Myths and heroes / Spaces and exchanges / Places and forms of power / The idea of progress)

Activities

A few ideas ….
Online Games
Quizizz – to prepare a quiz : https://quizizz.com/ to play : http://quizizz.com/join/
Kahoot – to prepare a quiz : https://kahoot.com/ / to play : https://kahoot.it/#/
Geography Map Games : https://online.seterra.com/en

Ice-breakers
- 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.) Questions fermées

- Lie detector (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 simple have them ask questions until they think they know the lie. Finally the students then 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.

- Snow balls (paper fight) (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 ? ...

- Mystery Box and a mystery object. Ask yes/no questions to guess what the mystery object is.

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

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

Other activities :
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)
Sports (presentation, practice…) cf. EPS teachers
Environmental 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 …)
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)
...

Rôle pédagogique de l’assistant(e)

Ecouter  : - des enregistrements au magnétophone d’émissions de radio ou de la voix de l’assistant lui-même, voire d’enregistrement auxquels il aurait pu procéder dans son propre pays. (Listen : - tape recordings of radio broadcasts or the voice of the assistant himself/herself, or even recordings that he/she could have made in his/her own country.)

Parler  : - pratiquer les énoncés essentiels de la communication orale : se présenter, remercier, refuser/accepter, ordonner, défendre, obligation, nécessité, connaissance, ignorance, possible / impossible, souhaiter, comparer ; recours à jeux de question - réponse, interviews (ex. recherche d’emploi), réponses à enquêteurs, débats préparés, simulation d’émissions de radio ou de télévision (qui peuvent être enregistrées, permettant une écoute critique), activités dramatiques, comptes-rendus de pièces, films ou émissions, téléphoner ; dicter une lettre, donner des renseignements.
(Speak : - practise the essential statements of oral communication : introduce yourself, thank you, refuse/accept, order, defend, obligation, necessity, knowledge, ignorance, possible / impossible, wish, compare ; use question games - answer, interviews (e. g. job search), answers to interviewers, prepared debates, simulation of radio or television programs (which can be recorded, allowing critical listening), dramatic activities, play reports, films or shows, telephone ; dictate a letter, provide information.) )

Lire  : - prononciation et intonation : il est recommandé d’utiliser du matériel imprimé en provenance du pays d’origine (presse en particulier ; ne pas y négliger les bulletins météorologiques, les horoscopes, la publicité).
(Read : - Pronunciation and intonation : it is recommended to use printed material from the country of origin (press in particular ; do not neglect weather reports, horoscopes, advertising).)

Ecrire  : - rédiger certains des textes ci-dessus, ainsi que : invitations et faire-parts, factures, menus de restaurant, petites annonces, journaux intimes et livres de bord (vrais ou imaginaires), recettes de cuisine, compte-rendu de matchs sportifs etc.) (Write : - write some of the above texts, as well as : invitations and announcements, invoices, restaurant menus, classified ads, diaries and logbooks (real or imaginary), recipes, sports match reports etc.))

S’exprimer  : - à partir de matériel visuel, notamment descriptions et commentaires critiques de photos ou d’œuvres picturales (en relation avec la préparation de l’épreuve orale du baccalauréat) mais également interpréter des cartes, plans, diagrammes, graphiques, compléter les bulles de bandes dessinées, etc.
(Express yourself : - using visual material, in particular descriptions and critical comments of photos or pictorial works (in relation to the preparation of the oral examination for the baccalaureate) but also interpreting maps, plans, diagrams, graphics, completing comic strip bubbles, etc.)

Jouer  : - en particulier à des jeux de manipulation du langage (scrabble et anagrammes), des chiffres (loto, monopoly). Les jeux informatisés peuvent ici être mis à contribution. Songer également aux jeux de mémorisation (jeu de Kim).
(Play : - in particular to games of manipulation of language (scrabble and anagrams), numbers (lotto, monopoly). Computer games can be used here. Also consider memory games (Kim’s game).)

Chanter  : - et écouter des chansons, notamment contemporaines.
(Singing : - and listen to songs, especially contemporary ones.)

On pourra envisager pour certaines classes de second cycle et pour les classes préparatoires, les B.T.S., des exercices plus complexes tels que comptes-rendus et commentaires de lecture, de documents variés, films, émission de télévision, presse, etc.
(More complex exercises such as reports and comments on reading, various documents, films, television programmes, the press, etc. may be considered for some second cycle classes and for the preparatory classes, the B.T.S.)

Activities - Workshops

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

Ice-breakers
- 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.)

- Mystery Box and a mystery object. Ask yes/no questions to guess what the mystery object is.

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

Online games (if technically possible)
- Kahoot
- Geography Map Games

Reading
- Magazine article (cf. Time Magazine - George Takei)

Visual Arts
- Painting (cf. Norman Rockwell – Triple Self Portrait)

 
Documents :

 
Kit d’Accueil Assistant(e) - Dax - Pdf
 

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