Skip to main content

Tout le monde aime... personne n'aime...

How about this for a filler activity or one-off lesson for high intermediate or advanced students to practise tout le monde and personne (followed by ne)?

Just get students to note down with a time limit, say (5 minutes) as many sentences starting with the phrase tout le monde aime... They can then either feed back to the teacher, or compare notes in pairs. As an alternative the teacher could read out their own list of ideas and get students to tick off everyone they also thought of. This has the advantage of providing some good listening input.

A further twist would be for the teacher to read out a numbered list of appropriate statements and inappropriate ones, in random order. Students would mark a tick or cross for each statement. This would focus more on listening than speaking.

You could then do the same activities with sentences beginning with personne n'aime. This is a handy structure to practise because of the awkward positioning of the ne.

The sharing of examples could easily lead to discussion of contentious examples or of personal likes and dislikes. The whole activity is multi-skill and presents an opportunity for vocabulary building.

How about these examples. You and your students may come up with more inventive ones.

Tout le monde aime

 recevoir un cadeau
manger des glaces
partir en vacances
avoir des amis
les pingouins
prendre un bon repas
rire/rigoler
entendre une bonne blague
caresser un chat
avoir assez d'argent
être libre
être en bonne santé
regarder un bon film
avoir une bonne conversation
avoir un travail intéressant
rencontrer une personne sympathique
manger du chocolat
avoir un logement confortable
dormir
vivre longtemps
l'odeur de l'herbe fraîchement coupée
un beau panorama
faire un beau rêve
gagner la loterie
Personne n'aime...

 aller chez le dentiste
être malade
rater des examens
rater son permis de conduire
avoir mal au coeur
vomir
toucher une araignée
être insulté
l'injustice
la guerre
être seul tout le temps
avoir faim
avoir soif
avoir tort
avoir froid
être harcelé
être sans abri
l'insomnie
avoir mal à la tête
avoir un accident
perdre un proche
être toxicomane
les mauvaises odeurs
être pauvre
perdre sa vue
faire des cauchemars
être constipé
avoir de la diarrhéee




Comments

Post a Comment

Popular posts from this blog

What is the natural order hypothesis?

The natural order hypothesis states that all learners acquire the grammatical structures of a language in roughly the same order. This applies to both first and second language acquisition. This order is not dependent on the ease with which a particular language feature can be taught; in English, some features, such as third-person "-s" ("he runs") are easy to teach in a classroom setting, but are not typically fully acquired until the later stages of language acquisition. The hypothesis was based on morpheme studies by Heidi Dulay and Marina Burt, which found that certain morphemes were predictably learned before others during the course of second language acquisition. The hypothesis was picked up by Stephen Krashen who incorporated it in his very well known input model of second language learning. Furthermore, according to the natural order hypothesis, the order of acquisition remains the same regardless of the teacher's explicit instruction; in other words,
4 comments
Read more

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a language).
Post a Comment
Read more

12 principles of second language teaching

This is a short, adapted extract from our book The Language Teacher Toolkit . "We could not possibly recommend a single overall method for second language teaching, but the growing body of research we now have points to certain provisional broad principles which might guide teachers. Canadian professors Patsy Lightbown and Nina Spada (2013), after reviewing a number of studies over the years to see whether it is better to just use meaning-based approaches or to include elements of explicit grammar teaching and practice, conclude: Classroom data from a number of studies offer support for the view that form-focused instruction and corrective feedback provided within the context of communicative and content-based programmes are more effective in promoting second language learning than programmes that are limited to a virtually exclusive emphasis on comprehension. As teachers Gianfranco and I would go along with that general view and would like to suggest our own set of g
2 comments
Read more