S’organiser, s’amuser… et récolter toute l’année
Le jardin privé de Pascal Aspe, chef-jardinier du Centre écologique Terre vivante, n’est pas un sanctuaire bien ordonné mais un espace de vie, d’apprentissage et de goût. Toute l’année, on peut y récolter un légume ou un fruit. Et toute l’année, les enfants peuvent y courir, y flâner et faire du potager le décor de leurs jeux. Comment a-t-il réussi et pensé cet espace accueillant ?
Pascal Aspe, biologiste de formation, est chef jardinier du Centre écologique Terre vivante (Mens, Isère). Il est également conférencier, auteur, rédacteur au magazine Les 4 Saisons, et il anime de nombreux stages de jardinage bio.
The document discusses philosophical thoughts from the Age of Enlightenment in 18th century France. It compares the unequal societal orders of the time to concepts of equality and discusses separating governmental powers to prevent tyranny. Philosophers would meet to critique absolute royal power and argue that principles of justice, tolerance and liberty should apply to all.
S’organiser, s’amuser… et récolter toute l’année
Le jardin privé de Pascal Aspe, chef-jardinier du Centre écologique Terre vivante, n’est pas un sanctuaire bien ordonné mais un espace de vie, d’apprentissage et de goût. Toute l’année, on peut y récolter un légume ou un fruit. Et toute l’année, les enfants peuvent y courir, y flâner et faire du potager le décor de leurs jeux. Comment a-t-il réussi et pensé cet espace accueillant ?
Pascal Aspe, biologiste de formation, est chef jardinier du Centre écologique Terre vivante (Mens, Isère). Il est également conférencier, auteur, rédacteur au magazine Les 4 Saisons, et il anime de nombreux stages de jardinage bio.
The document discusses philosophical thoughts from the Age of Enlightenment in 18th century France. It compares the unequal societal orders of the time to concepts of equality and discusses separating governmental powers to prevent tyranny. Philosophers would meet to critique absolute royal power and argue that principles of justice, tolerance and liberty should apply to all.
This document provides an overview of the CFL Experience Toolkit, which is designed to guide users through the process of designing, financing, and implementing compact fluorescent lamp (CFL) programs in developing countries. It describes the main sections and navigation tools of the toolkit. The toolkit contains (1) a step-by-step guide to walk through each phase of a CFL program, (2) case studies of existing CFL programs, and (3) a knowledge center with technical specifications, templates, and other resources. The goal is to educate users on best practices and provide resources to help plan and execute their own CFL programs.
This document outlines strategies for 90% target language use and culturally responsive teaching in world language classrooms. It discusses building relationships through authentic communication and setting the tone for target language use from day one. Culturally responsive teaching focuses on relationships, rigor defined as proficiency, relevance through meaningful themes and essential questions, and creating real and authentic experiences. The document provides examples for how to implement these strategies in the classroom.
This document provides an overview of the CFL Experience Toolkit, which is designed to guide users through the process of designing, financing, and implementing compact fluorescent lamp (CFL) programs in developing countries. It describes the main sections and navigation tools of the toolkit. The toolkit contains (1) a step-by-step guide to walk through each phase of a CFL program, (2) case studies of existing CFL programs, and (3) a knowledge center with technical specifications, templates, and other resources. The goal is to educate users on best practices and provide resources to help plan and execute their own CFL programs.
This document outlines strategies for 90% target language use and culturally responsive teaching in world language classrooms. It discusses building relationships through authentic communication and setting the tone for target language use from day one. Culturally responsive teaching focuses on relationships, rigor defined as proficiency, relevance through meaningful themes and essential questions, and creating real and authentic experiences. The document provides examples for how to implement these strategies in the classroom.
This document discusses using folktales to teach language and culture. It proposes exploring how to create thematic units centered around folktales that teach language concepts while reinforcing cultural understanding. The presenter aims to provide strategies for novice teachers and learners to stay in the target language. Neuroscience research is discussed showing how stories activate more areas of the brain than plain facts alone. Various forms of assessment centered around folktales are proposed, including illustrating stories, acting out tales, discussing characters, and writing original legends.
This document discusses how words are comprised of sounds and contain meanings, as well as optional and required semantic and grammatical information. Words also relate to other words through co-location patterns.
Classroom management in a foreign language classroom is challenging but important for maximizing instruction time. Effective classroom management requires being proactive rather than reactive through establishing clear expectations, using a commanding teacher persona, seizing control on the first day of class, having a decisive yet compassionate voice, and building relationships with students. It also relies on developing a shared sense of responsibility, inviting student voice, and leveraging motivators like cultural imitation, goal setting, and grades to convince students to meet behavioral expectations.
The document discusses strategies for designing instruction to improve students' interpersonal communication skills for interacting with native speakers in real-time. It defines the interpersonal mode as spoken or signed interactions that involve negotiating meaning, asking clarifying questions, sharing information and opinions, and expressing reactions and feelings. It then provides examples of communication situations that utilize interpersonal skills and presents strategies for practicing the interpersonal mode, including various seating configurations, sentence starters, reaction words, and impromptu conversation scaffolds.
Studying rigorous language courses provides several benefits. It improves cognitive skills like flexible thinking and intercultural understanding. Proficiency in additional languages can open up career opportunities in fields like teaching, social work, customer service, healthcare, the military and more that require strong language abilities.
This document discusses improving language teaching methods by focusing on essential communication skills rather than excessive grammar and vocabulary. It recommends simplifying unit planning around key questions and purposes for interpersonal speaking, interpretive listening and reading, and presentational writing. The most effective factors for fluency are comprehensible input from authentic texts, interaction with native speakers, and intrinsic motivation rather than discrete grammar instruction. Sample unit essential questions, conversation goals, writing prompts, and input texts are provided as examples.
The document discusses strategies for helping students understand target languages without relying on English translations. It presents examples of using visuals and animations, designing scaffolded conversation experiences, implementing micro-practice and short-practice sessions, using body language and checking for understanding, empowering student-led construction of meaning, teaching clarification strategies, and using instruction time for scaffolded expression practice. Teachers are also encouraged to display high-frequency expressions and use communication breakdowns to identify needed vocabulary.
The document discusses strategies for increasing target language use in the classroom, including aiming for 90% or more instruction in the target language, changing student beliefs about their ability to understand and speak the language, planning opportunities for target language use, and holding all students accountable for using the target language. It also mentions collaborating with students and assessing target language use over time.
This document outlines Paris Granville's best first day of teaching ever. It includes an introduction where she introduces herself in the target language of French. The rest of the document provides tips for teaching such as greeting students in the target language, using the target language for 90% of class time, engaging students in group discussions, and not being afraid of challenges when using the target language.
This document outlines challenges for streamlining world language planning and provides collaboration opportunities to address those challenges. It discusses 6 common challenges: finding materials, determining purpose, managing time, integrating technology, sharing plans, and creating sub plans. It then lists collaboration opportunities through professional organizations, an online course, and paid professional development days for world language teachers to get support.
2. Ah oui!
Page 16 - Lisez Ah bon?
• Les pommes de terre fournissent
beaucoup de vitamine C aux Américains.
_____
• Selon le USDA, les Américains mangent
124 livres de pommes de terre par an.
_____
• Benjamin Franklin a introduit les frites
aux Américains. _____
• Les pommes de terre sont d’origine
africaine. _____
• Marie Antoinette portait des fleurs de
pomme de terre dans ses cheveux. _____
60. Profil des personnages p. 42
naïf coopératif manger bien. des tubercules
intelligent manger des épis de maïs. natif à la Louisiane des feuilles toxiques
rusé manger des pommes de des fleurs des épis
grand terre. blanches jaune
avoir souvent faim. natif à l’Afrique
65. Commentaires personnels : En haut la
terre, en bas la terre p. 44
1. Quel personnage préférez-vous ? Compère Lapin, Bouki, le maïs
ou la plante de pomme de terre ? Pourquoi ?
2. Quel personnage est-ce que vous n’aimez pas ? Pourquoi ?
3. À quel personnage est-ce que vous ressemblez (are you most
like) le plus ? Pourquoi ?
4. Qu’est-ce que vous avez planté un jardin ? Qu’est-ce que vous
avez mangé du jardin ?
5. Quelle était votre réaction à l’histoire ? Content(e), triste,
fatigué(e), enthousiaste, intéressé(e)
ou autre ?
6. Est-ce que vous avez écrit une histoire ? Quel était le sujet de
votre histoire ?