I have 2 classes of pupils aged 11-12 (around 70 students) who are learning English (we are in a French Middle School in the West of France, near Nantes).
I would like to start a penpal exchange with a class from an English-speaking country.
If you are interested, please contact me: [email removed]
I'm an English teacher in France and I would be delighted to find English correspondents for my French students.
My students are in grade 9 (which we call "3ème" in France), that is to say the last year in middle school.
This is a very serious and pleasant group composed of 23 students. Among their many skills and inner qualities are : - a strong will to open up to the English-speaking world; - a sincere desire to learn from foreign people and understand their culture; - a wonderful enthusiasm to try and share their own culture and life perspectives with teenagers abroad! - an incredible motivation to send English mails to somebody else than their old boring teacher!!
I must say that I rarely had the opportunity to work with such a dynamic and motivated group of students : they will undoubtedly do their best to honor and satisfy their future pen friends!
Our middle school is located in Pont-Saint-Esprit (Southern France), a town in le Gard, very near le Vaucluse and l'Ardèche!
Could you please contact me if you're interested in this pen friend project?
K-W-L in its own right is one of those nifty practical ideas that teachers can pick up quickly and start using the following morning, probably explaining why it became so popular. But, like other teaching strategies that are deceptively radical in their implications, K-W-L is also easily corrupted – and often implemented so poorly as to undermine any meaningful benefit.
Why do I say that K-W-L, used properly, is actually radical?
Response: They are called phaneritic.