Francais, langue seconde, primaire. Guide pedagogique. (French as a Second Language, Primary Level. Teacher's Guide).

Institution	Quebec Dept. of Education, Quebec.
Titel	Francais, langue seconde, primaire. Guide pedagogique. (French as a Second Language, Primary Level. Teacher's Guide).
Quelle	(1983), (85 Seiten)Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
ISBN	2-550-05794-5
Schlagwörter	Leitfaden; Unterricht; Lehrer; Articulation (Education); Behavioral Objectives; Class Activities; Classroom Techniques; Communicative Competence (Languages); Core Curriculum; Course Organization; Curriculum Design; Elementary Education; Foreign Countries; French; Information Sources; Instructional Materials; Second Language Instruction; State Legislation; Student Evaluation; Teaching Guides; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Articulation; Artikulation (Ling); Artikulation; Aussprache; Klassenführung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kerncurriculum; Course organisation; Kurskonzept; Lehrplangestaltung; Elementarunterricht; Ausland; Französisch; Information source; Informationsquelle; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fremdsprachenunterricht; Landesrecht; Schulnote; Studentische Bewertung; Lehrerhandbuch; Kanada
Abstract	The teacher's guide for the required curriculum in French as a second language for all elementary English schools in Quebec is presented. An introductory section outlines the program structure, articulation with secondary level programs, the framework for presentation of the terminal objectives within the curriculum, and use of the objectives charts provided in the document. A section concerning instructional orientations discusses creating an environment conducive to learning French, practice of communication, variety in class interactions and activities, integration of the four language skills (listening, speaking, reading, and writing), and attitudes toward error. A section offering practical suggestions has three focuses: the ordering, grouping, and progression of objectives; different types of learning activities (exercises for training in communication, communicative tasks, games, material tasks, interviews and inquiries, discussions, role-playing, mime, sketches, and songs and stories); and instructional materials. Four sample instructional units incorporating the principles discussed in the guide are included, and a final section discusses approaches to student evaluation. A bibliography and three lists of potential resource organizations are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC