Professional Documents
Culture Documents
Klas: …………………….
1. Observation et Interpétation
• Bekijk het omslag van het boek aandachtig. Welke elementen zie je? (Denk aan kleuren,
personen, objecten, etc.)
• Wat denk je dat "de dromen van Jules Verne" kunnen zijn, gebaseerd op wat je ziet?
2. Prédictions
• Waar gaat het boek over denk je?
• Kun je raden in welke tijd het verhaal zich afspeelt? Wat op het omslag geeft je die
aanwijzing?
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LSI - Differentiatie – Werkboek “Les rêves de Jules Verne”, A1, éditions Didier
• Welke plaatsen denk je dat Jules Verne in zijn dromen zal bezoeken?
3. Connexion personelle
• Heb je ooit van Jules Verne gehoord? Zo ja, welke verhalen ken je?
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• Als je kon dromen over een avontuur, waar zou dat dan zijn? Waarom?
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LSI - Differentiatie – Werkboek “Les rêves de Jules Verne”, A1, éditions Didier
Activités
➢ Vocabulaire
1. Trouver et traduire: Choisis 10 mots nouveaux. Écris leur traduction en néerlandais.
2. Faire des phrases: Utilise 5 nouveaux mots pour faire des phrases simples en français.
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➢ Questions de Compréhension
1. Quelle est l'année et le lieu de l'histoire?
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LSI - Differentiatie – Werkboek “Les rêves de Jules Verne”, A1, éditions Didier
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➢ Grammaire
1. Le présent: Zoek werwoorden in de tegenwoordige tijd. Schrijf ze hier onder.
2. Le passé composé: Zoek werwoorden in de voltooid verleden tijd. Schrijf ze hier onder.
➢ Uitspraak Oefening
• Kies een zin met een moeilijk geluid voor jou. Oefen het uitspreken ervan. Wat vind je
moeilijk met het uitspreken van deze zin?
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LSI - Differentiatie – Werkboek “Les rêves de Jules Verne”, A1, éditions Didier
➢ Écriture créative
Kies éen van de twee onderwerpen en schrijf (in het Frans) in de ruimte eronder.
1. Dromendagboek: Je bent Jules. Schrijf een kort verhaal over een van je dromen. (~ 30
woorden).
2. Brief aan de Maan: Schrijf een brief aan de maan. Vertel over je avonturen die je wilt
beleven. (~ 30 woorden)
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➢ Culture
• Zoek informatie op over Nantes in de 19e eeuw. Schrijf een paar zinnen in het Nederlands
over hoe dit Jules en Paul kon beïnvloeden.
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LSI - Differentiatie – Werkboek “Les rêves de Jules Verne”, A1, éditions Didier
➢ Kruiswoordpuzzel
De woorden kunnen horizontaal, verticaal en diagonaal geplaatst zijn, zowel van links naar rechts als
van rechts naar links, en van boven naar beneden en van beneden naar boven.
LRÊVESNUITBN
OENFANTSLOIRE
IRATNEVARÊVES
RNANTESTEAUXL
EFRÈREBNUITAV
NUITLUNEAULNR
TESBATEAUXREN
EOAVENTUREEEO
SFENÊTRELUNEF
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STARR - "Les rêves de Jules Verne" Workbook
Situation
I designed a workbook based on the FLE book "Les rêves de Jules Verne," specifically
focusing on Chapter 1, aimed at advanced students of my V2G/V2Z class. The workbook
aims to engage students in pre-reading activities, vocabulary acquisition, comprehension
exercises, grammar practice, pronunciation drills, creative writing tasks, cultural exploration,
and a crossword puzzle.
Task
The task involved creating interactive and engaging activities to enhance students'
understanding and appreciation of the French language and culture, centered around the theme
of dreams, adventure, and exploration depicted in "Les rêves de Jules Verne."
Action
- Designed activities to stimulate students' imagination and curiosity about the book
through observation, interpretation, and predictions.
- Incorporated questions prompting students to analyse the book cover and predict the
storyline and setting.
- Encouraged personal connections by asking about previous knowledge of Jules Verne
and the student’s own adventurous dreams.
Included activities:
- Vocabulary acquisition: Provided exercises to learn and translate new words into
Dutch.
- Comprehension exercises: Crafted questions to assess comprehension of key details
and characters in Chapter 1.
- Grammar practice: Introduced verb conjugations in present and past tenses, aligning
with the narrative.
- Pronunciation: Enabled students to practice difficult sounds and improve their oral
proficiency.
- Creative writing: Fostered imaginative expression by inviting students to write short
stories as Jules or compose a letter to the Moon.
- Cultural exploration: Encouraged research about Nantes in the 19th century,
connecting the narrative to historical contexts.
- Crossword puzzle: Reinforced vocabulary retention and engagement through an
interactive puzzle.
Result
The workbook facilitated the learning experience, achieving the following outcomes:
- Through various activities, students enhanced their vocabulary, grammar proficiency,
reading comprehension, and pronunciation.
- By exploring historical contexts and cultural references, students gained insights into
the cultural significance of the narrative and its connections to real-world settings.
- The integrated approach to language learning, encompassing reading, writing,
speaking, and cultural exploration, fostered comprehensive language acquisition.
Reflection
While making this workbook, I integrated contemporary pedagogical strategies informed by
literature in language education. The inclusion of pre-reading activities aligns with the
cognitive theory of multimedia learning, which emphasizes the importance of activating prior
knowledge to support comprehension (Mayer, 2014). Moreover, the emphasis on
communicative language teaching (CLT) principles, such as authentic language use and task-
based learning, reflects current trends in language education research (Ellis, 2016). By
providing diverse and interactive learning experiences, my aim was to cultivate students'
language proficiency and intercultural competence, in line with the goals of modern language
education. (Byram, 2020) Moving forward, I will continue to refine my teaching practices
based on best practices to create meaningful learning experiences that inspire students to
engage with language and culture beyond the classroom. I also plan on making a complete
workbook that covers all the chapters, to create a more meaningful learning tool.
Bibliography
Byram, M. (2020). Teaching and assessing intercultural communicative competence:
Revisited. Multilingual matters.
Ellis, R. (2016). Understanding second language acquisition. Oxford University Press.
Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and
instruction, 29, 171-173.