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Pedagogical Handbook

• Mystery Phrase

Tutors can have students carry out the Mystery Phrase activity to evaluate their vocabulary and written

comprehension. The definition can be projected onto a screen. Students can then take it in turns to suggest

letters until the word or words are completed. This exercise also gives students the opportunity to revise the

phonetic alphabet.

• Word Association

Tutors can project the two lists of words onto a screen, and ask students to link the words in the left column

to the words on the right, following the instructions for each exercise.

• Words and Topics

Using an overhead projector once again, Tutors can ask students to choose words from the list and place

them in the correct box. Furthermore, Tutors can ask students to propose other words that could also be

placed in the boxes to give an additional dimension to this vocabulary-based exercise.

Focusing on the culture of the language

Acting as a support to the exercise-based content, these activities allow students to discover cultural elements

specific to each target language.

• Cultural Texts

Tutors can hand out one or several cultural texts (which can be printed out using Tutor Tools) on specific

topics so that students can read them and focus on the key vocabulary. The class can then discuss the topic in

greater detail, using the new vocabulary they have learnt. Tutors can also ask students to write a summary of

the selected topic to test their written comprehension and written expression.

• Maps

It is possible for Tutors to project maps onto a screen having removed the place names or icons. They can

then ask students to name and locate towns, rivers, regions, etc. This activity can also serve as a starting

point for a discussion on a specific topic related to the country in question.

• Mapmania

Tutors can display the exercise to the whole group and ask students to take turns in placing the given

elements on the map (towns, capital cities, rivers, etc.). This exercise reinforces the knowledge gained from

the Maps activity.

• Patchworks

This activity can be used once students have studied the cultural texts. Tutors project the images onto the

screen, and students then have to find the name corresponding to the image.

• Riddles

This activity can be used once students have studied the cultural texts. Tutors can include the students in the

activity by projecting the definitions of the words onto the screen and asking them to find the answer to the

culture-based question.

Organise a semi-autonomous work programme with TELL ME MORE

Here are some new suggestions and recommendations for Tutors using the activities from TELL ME

with small classes of one or two students.

Individual learning with TELL ME MORE

§ helps Tutors deal with multi-level groups

of students, allowing certain students to improve upon

specific knowledge areas (grammatical and linguistic basics not yet mastered, for example) or certain

skills (oral comprehension and expression, for example).

§ allows students to prepare or revise a lesson before or after a group meeting

or even work on a

specific topic themselves.

Students can thus study the next topic in the list and its associated vocabulary by attempting the

dialogues in the different function modes (Explore, Expression and Comprehension) and by taking

note of the key vocabulary linked to the lesson topic. They can also, if the Tutor wishes, work

specifically on a grammar point already dealt with in their course. Therefore, students can revise, at

their own pace, grammar points they had problems with.

Tutors also have the possibility of setting specific tasks and asking students to search TELL ME