Le francais a l'elementaire: guide pedagogique, premier cycle (Elementary School French: Teaching Guide, First Cycle).

Institution	Alberta Dept. of Education, Edmonton. Language Services Branch.
Titel	Le francais a l'elementaire: guide pedagogique, premier cycle (Elementary School French: Teaching Guide, First Cycle).
Quelle	(1987), (382 Seiten)Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-920794-88-2
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Communication Skills; Educational Objectives; Elementary Education; Foreign Countries; French; Immersion Programs; Language Skills; Notional Functional Syllabi; Reading Skills; Second Language Instruction; Skill Development; Speech Skills; Spelling; Student Role; Teacher Role; Teaching Guides; Teaching Methods; Writing Skills; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Kommunikationsstil; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Ausland; Französisch; Immersionsprogramm; Language skill; Sprachkompetenz; Funktional-notionaler Ansatz; Reading skill; Lesefertigkeit; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Mündliche Leistung; Sprachfertigkeit; Schreibweise; Lehrerrolle; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Kanada
Abstract	The teaching guide for Alberta's elementary school French immersion programs outlines an approach to articulating the program's notional content. It discusses the development of both receptive and productive language skills in this context. Introductory sections examine the principles underlying the skill development method, the aims behind the suggested types of instructional activities, the notion and development of linguistic competence, and issues in the development of oral communication skills. Subsequent sections address more specifically the development of reading, writing, and spelling skills. A final section proposes an instructional method for notional content, beginning by explaining the theoretical basis of the method and then discussing it in greater depth from the viewpoints of promoting receptive language (listening and reading comprehension) and productive language (speech and writing skills). A sample lesson is included for each of three program levels. Each section contains a bibliography. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC