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ERIC Number: ED246676
Record Type: RIE
Publication Date: 1984
Pages: 81
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0903466-73-2
Using Authentic Resources in Teaching French. Teaching Languages, 4.
Jones, Barry, Ed.
A collection of papers gives ideas for exploitation of resources easily available to the language teacher. Although the papers apply specifically to French instruction, the ideas may be of interest to all language teachers. "Realia in the Classroom" (Norman Hill) concerns the contribution to language instruction of such materials as containers, posters, advertisements, leaflets, maps, warnings, road and street signs, weather reports and forecasts, tickets, bills, and diary entries. "News and Activity in the Media" (David Cross) explores the potential of radio broadcasts for classroom use, and outlines a classroom procedure that includes a preparatory stage and a series of texts and lessons. In "Actualites" (Alan Moys) combining radio broadcast recordings with written news articles is suggested. "Using Television" (Brian Hill) details suggestions for using television broadcasts, a medium popular with students, in the classroom and at all levels. "Contacts sans voyage" (Barry Jones) recommends a postal package exchange between language classes in different countries. In "Songs and Singers" (Jasper Kay) the use of songs and counting rhymes in the classroom is examined and songs appropriate for each elementary school grade are noted. "Maximizing the Value of Contacts Abroad" (David Smith) outlines one English school district's international exchange activities in a number of European countries, both in residential centers and home-to-home exchanges, and provides suggestions for planning visits. (MSE)
Centre for Information on Language Teaching and Research, 20 Carlton House Terrace, London SW1Y 5AP, England (3.95 pounds sterling, plus postage)
Publication Type: Guides - Classroom - Teacher; Collected Works - General; Books
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Centre for Information on Language Teaching and Research, London (England).