French language teaching, communicative approaches, comic strips, language skills, FLE, Tintin, Hergé, language integration, cultural exclusion
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Abstract
This document outlines a teaching unit using comic strips to teach French, focusing on communicative approaches and language skills.
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[...] Does he conduct the investigation himself with his dog Snowy?? Imagine what could have happened. Other characters can be invented. Let your imagination run wild. Analysis of the benefits-contributions and risks-challenges of this appropriation project Reading a comic book is a pleasant activity. The reader discovers amusing characters, often endearing in funny stories in a French similar to spoken French. For the realization of this teaching unit, I took into consideration the narrative, artistic, and icono-textual specificities that constitute the very essence of the comic strip, which thus makes learners more active in their observation, in written production, and of course in oral production. [...]
[...] Activity 4 The learners observe the image and note some safety standards related to their future profession. The standards mentioned will be transcribed on the board by the teacher. The learners will copy them on their sheet with the photo. The teacher will check at the end of the session. The learner is able to orally synthesise an explanatory video. The learner is able to understand a short video. The learner is able to observe images and complete a short text with proposed words. The learner is able to identify the key elements of a text. [...]
[...] - Listening comprehension the dialogues. Pay attention to the dialogues, complex linguistic configurations, where sentences are only raw material, whose meaning goes beyond the sense of words, it is to restore the human dimension to language with the learner at the center of concerns. - Written Comprehension (WC) : the boxes and statements to understand. - Oral Production (OP) : face-to-face communication. - Written Production (WP) : written production exercises to be done. Social Skills: Students must demonstrate autonomy in their learning, apply grammatical concepts in written and oral expression. [...]
[...] (inversion with intonation)" - What do you have planned as scientific experiences for this year? (interrogative word + subject inversion) - Whatwhat can encourage students to love sciences? (interrogative word) Activity 3 - Conceptualization Phase. Duration: 15 minutes Skills worked on: listening comprehension, reading comprehension and written production Next, learners need to use all the language tools used to formulate a question. In my explanation, I will go over the questions they suggested in writing in the previous exercise. Thus, I will not risk using too complex terms for them. [...]
[...] Based on the oral explanations, learners will have to complete the following dialogue in writing by using the elements mentioned in parentheses: « Complete the following dialogue by using the elements mentioned in parentheses: Indicative present go to love to be able to to want I I am going Love Can Want You Go Likes Can Wants He/She Goes Loves Can Wants We Let's go Let's enjoy Can we Let's want You Go Love Can Do you want They Will Love Can Want - Hello Amal How ? - Well, thanks I'm going to the cinema. ? (ask Amal what film she is going to see - An action film. . ? (ask Amal's friend if she likes the cinema - A lot Do I . ? (her friend would also like to go to the cinema - If you want. . (want to buy some popcorn? Proposal for dialogue : - Hello Amal How are you? [...]
