Teaching English in France: evolution, goals and means. The course is required for students participating in the teaching assistantship program and working with primary or secondary school English teachers in Nantes.
Prerequisites:
Demonstrated interest in and commitment to teaching.
Method of presentation:
Teaching English in France today: Presentation, analysis, discussion, practical advice.
Required work and form of assessment:
Regular attendance during assistant teaching placement (approximately four hours per week)
Preparation of lesson plans appropriate to the class level
“Dossier” consisting of classroom activities; a diary of the teaching experience, including expectations, difficulties and highlights, approaches and techniques used, the role of psychological factors in the teacher-learner rapport, observations and comments
Final paper reflecting on the teaching experience
Mandatory class observations (scheduled by the professor, during and outside of class)
The final grade for the internship will be based on the grade assigned by the cooperating school (50%), course assignments (Dossier + final paper) (45%), and attendance and participation (5%).
content:
Practical Approach: to be an assistant, to teach
General introduction to the French education system:
- pre-school, elementary or primary
- middle school and high school
- higher education
Public, Private contract-based, private education
- Observations of teaching in pre-school and primary school or technological and professional high school or “classes préparatoires” (depending on the schedule): knowledge, programs, prerequisites
- What is an internship in a middle or high school?
- teacher/assistant relationship
- approaching the students
- adaptation to the school: its rules, its educational project
- Choice and use of pedagogical material
- Handling uneasiness and mental block: how to prevent and thus deal with those situations
- Psychology of a teenage student depending on his/her level, social background, school (technical, general, or professional).
Theoretical Approach (subjects might change according to students demand and current events)
Today’s pedagogical system objectives : « to know and to know how »
What does it mean to learn a foreign language? Receptive and productive competence, psychological difficulties, lack of fluency
Methods and technics to enhance language learning
Academic failure, evaluation, grading
Teacher/student relationship
Overview of important pedagogical theories (depending on the requests)
Situation analysis
Assistants present their activities in middle and high schools for a group critical analysis, express satisfaction (in order to share) or difficulties (in order to look for means to find a solution).
Proposal of documents and activities by the professor.
Recommended readings:
For all students:
Felouzis G., L'efficacité des enseignants, PUF Ideas for assistants* Pourvu qu'ils m'écoutent, CRDP*
André Antibi, 50 paradoxes de l'enseignement
Viret-Lange S. et Robach C., Cookies, 50 activités ludiques*
For students having their internship in primary school:
Kareb Gray, Primary source book one *
Edouard Bertony, La grande section d'école maternelle
Colin Granger, Play games with English, book one*
Mary Ashworth, The first step on the longer path*
Jack Prelutsky, The pizza the size of the sun*
For students having their internship in middle and high schools:
Anzieu D et Martin J.Y., La dynamique des groupes restreints, PUF 1968
Dodge Ch., Martina C., Guide Belin de l'enseignement au collège, Belin 1989
Leclercq B., Pigearias M.A., Guide Belin de l'enseignement de l'anglais au lycée, Belin 1990
Hadfield J., Advanced Communication Games, Nelson 1987* Intermediate Communication Games, Nelson 1990*
Mercier A., Jongler avec les mots en anglais, Ellipses**
Rey Bernard, Les relations dans la classe au collège et au lycée, ESF
André Antibi, La constante macabre
The Standby Book, Cambridge Handbooks for language teachers** L'anglais en terminale, travailler par thème
L'anglais en classe de seconde, comment faire pour savoir faire
Leo Jones, Speaking and listening activities for upper intermediate students, Cambridge University Press
Penny Ur, Discussions that work What shall we do with them, CNDP The A-Z of my school trip to the States (pour le collège)**
All those books and textbooks are available at the IES library
* books especially appreciated by students to prepare their lessons
** very useful books for practice
Teaching Internship Seminar
Teaching English in France: evolution, goals and means. The course is required for students participating in the teaching assistantship program and working with primary or secondary school English teachers in Nantes.
Demonstrated interest in and commitment to teaching.
Teaching English in France today: Presentation, analysis, discussion, practical advice.
The final grade for the internship will be based on the grade assigned by the cooperating school (50%), course assignments (Dossier + final paper) (45%), and attendance and participation (5%).
- pre-school, elementary or primary
- middle school and high school
- higher education
- Observations of teaching in pre-school and primary school or technological and professional high school or “classes préparatoires” (depending on the schedule): knowledge, programs, prerequisites
- What is an internship in a middle or high school?
- teacher/assistant relationship
- approaching the students
- adaptation to the school: its rules, its educational project
- Choice and use of pedagogical material
- Handling uneasiness and mental block: how to prevent and thus deal with those situations
- Psychology of a teenage student depending on his/her level, social background, school (technical, general, or professional).
Assistants present their activities in middle and high schools for a group critical analysis, express satisfaction (in order to share) or difficulties (in order to look for means to find a solution).
Proposal of documents and activities by the professor.
For all students:
Felouzis G., L'efficacité des enseignants, PUF
Ideas for assistants*
Pourvu qu'ils m'écoutent, CRDP*
André Antibi, 50 paradoxes de l'enseignement
Viret-Lange S. et Robach C., Cookies, 50 activités ludiques*
For students having their internship in primary school:
Kareb Gray, Primary source book one *
Edouard Bertony, La grande section d'école maternelle
Colin Granger, Play games with English, book one*
Mary Ashworth, The first step on the longer path*
Jack Prelutsky, The pizza the size of the sun*
For students having their internship in middle and high schools:
Anzieu D et Martin J.Y., La dynamique des groupes restreints, PUF 1968
Dodge Ch., Martina C., Guide Belin de l'enseignement au collège, Belin 1989
Leclercq B., Pigearias M.A., Guide Belin de l'enseignement de l'anglais au lycée, Belin 1990
Hadfield J., Advanced Communication Games, Nelson 1987*
Intermediate Communication Games, Nelson 1990*
Mercier A., Jongler avec les mots en anglais, Ellipses**
Rey Bernard, Les relations dans la classe au collège et au lycée, ESF
André Antibi, La constante macabre
The Standby Book, Cambridge Handbooks for language teachers**
L'anglais en terminale, travailler par thème
L'anglais en classe de seconde, comment faire pour savoir faire
Leo Jones, Speaking and listening activities for upper intermediate students, Cambridge University Press
Penny Ur, Discussions that work
What shall we do with them, CNDP
The A-Z of my school trip to the States (pour le collège)**
All those books and textbooks are available at the IES library
* books especially appreciated by students to prepare their lessons
** very useful books for practice