I was rejoicing about two months ago that we had time to ponder over the project, and time we had indeed.

I personnaly had enough time to start blogging with one of my Fifth forms (seconde B) as part of a "Slavery project". Although I have been blogging for a few years for professional and personal purposes, I had never really experimented such a tool as the blog with a whole class. It turned out to be quite a demanding project and it made me realize that the initial blog-project for the "lycée de la réussite" was hardly feasible: the number of students (and therefore of members) would be much too high to manage, and the project is not long enough to be a succes, IMHO. I had to think of something else, knowing that it had to be innovative, but also useful to the students.

The project has now completely changed and will consist in having the students test their Phonological competence which "involves a knowledge of, and skill in the perception and production of phonemes of the language and their realisation in particular contexts (allophones); distinctive features, e.g. voicing, rounding, nasality, plosion ; syllable structure, the sequence of phonemes, word stress, word tones ; prosody

• the sound-units

• the phonetic features which distinguish phonemes

• the phonetic composition of words

• sentence phonetics

• sentence stress and rhythm

• intonation

• phonetic reduction

• vowel reduction

• strong and weak forms

• assimilation

• elision.

PHONOLOGICAL CONTROL (descriptors)

C2 As C1
C1 Can vary intonation and place sentence stress correctly in order to express finer shades of meaning.
B2 Has acquired a clear, natural, pronunciation and intonation.
B1 Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur.
A2 Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.
A1 Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.

From CEF (Common European framework - English version - 5.2.1.4 phonological competence - page 117)

(Cadre eurpéen commun de référence pour les langues - version française - 5.2.1.4 - Maîtrise du système phonologique - page 92)

All students will have to connect to a STOCKPOTATOES platform where interactive exercises made with Hot Potatoes are stored. The access is restricted to registered students only, and can only be displayed under the "evaluation" mode. All scores under this mode are directly sent and recorded in the data base.

This document "tutoeleve" [134 ko au format pdf] shows and explains what the students should do to connect to the platform and do an exercice.

Almost there...D Day - 3 at la Jetée

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