Francais, langue seconde, premier cycle, secondaire. Guide Pedagogique. (French as a Second Language, First Cycle, Secondary Level. Teacher's Guide).

Institution	Quebec Dept. of Education, Quebec.
Titel	Francais, langue seconde, premier cycle, secondaire. Guide Pedagogique. (French as a Second Language, First Cycle, Secondary Level. Teacher's Guide).
Quelle	(1982), (43 Seiten)Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
ISBN	2-550-05029-0
Schlagwörter	Leitfaden; Unterricht; Lehrer; Articulation (Education); Behavioral Objectives; Class Activities; Classroom Techniques; Communicative Competence (Languages); Core Curriculum; Course Content; Curriculum Design; Educational Objectives; Evaluation Methods; Foreign Countries; French; Information Sources; Instructional Materials; Junior High Schools; Second Language Instruction; Secondary Education; 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; Kursprogramm; Lehrplangestaltung; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Französisch; Information source; Informationsquelle; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sekundarstufe I; Fremdsprachenunterricht; Sekundarbereich; Landesrecht; Schulnote; Studentische Bewertung; Lehrerhandbuch; Kanada
Abstract	The teacher's guide for the program of French as a second language required of first and second year students in all Quebec secondary English schools is presented. Following an introductory section, a section concerning the structure and objectives of the program and the organization of the content outlines the method of presentation of the objectives and content, the oral communication objectives, listening objectives, and written communication objectives. A section on pedagogical issues looks at authenticity in the classroom, the ordering of objectives and the integration of skills, variation in the beginning points of the course, variety in classroom exercises and activities, the place of grammar, attitudes toward error, the sociocultural element, and the sociolinguistic dimension in language instruction. The utility, selection, and use of authentic documents (advertising, comic strips, news items, articles, short texts, poems, sports items, weather reports, radio programs, films, and songs) are examined and illustrated in another section. Linguistic games are also examined and the techniques of dramatization, role-playing, simulation, and telephone use are discussed. Three brief sections address instructional materials, student evaluation, and specific reference materials. A bibliography and three lists of potential resource organizations are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC