Introduction Chapter 1: Learners: Who are they? Chapter 2: Teacher (s): Who are you? Chapter 3: How to organize a course? Chapter 4: What content to teach? Chapter 5: Which approach to choose? Chapter 6: Classroom management: how to manage behavior? Chapter 7: Classroom management: how to manage tasks and activities? Chapter 8: How to evaluate acquisitions? Conclusion Postface Bibliography Index
OBJECTIVES AND METHODOLOGICAL APPROACH:
All teachers, including those of (French) Foreign Language, are familiar with the famous didactic triangle which illustrates any teaching situation and highlights the multiple interactions between teacher, student and knowledge.
The use of this triangle has given rise to more theoretical than practical studies.The main objective of this work is therefore to fill this void at a time when the teaching of modern languages is dependent on the recommendations of the CEFR (Common European Framework of Reference for Languages) and the changes resulting from them.
The book is therefore presented as an authentic treatise on contemporary pedagogy which closely combines theory and classroom practices and responds concretely to the many questions of teachers who are often helpless in the face of the weight of official programs, limited hours, sometimes unsuitable textbooks, and the prospect of action recommended by the CEFR and the upgrading it suggests.
