Trusted teacher
This teacher has a fast response time and rate, demonstrating a high quality of service to their students.
Since July 2022
Instructor since July 2022
French as a foreign language for all audiences Beginner level in C1/
From 46.64 C$ /h
Since 2017, I have been teaching French as a foreign language to different audiences from literacy level to C1/C2). Through communication and action, depending on your needs and your learning style, I will help you identify and assert your thoughts in French, both written and orally.
Meine Rolle, is from:
ich. facilitate your learning of French as a foreign language,
ii. promote your autonomy in learning the language,
respecting your learning style, motivation and needs.
THE KOMMUNIKATIV METHOD
The kommunikative Methode traf auf die Linguistics of enunciation. This means that learning the language involves activities that allow you to use language skills in order to be operational:
– in everyday life situations (at a shopkeeper, at the bank, at the museum, at the post office, at an institution, an administration, at the doctor, the hairdresser, to order sushi or a salad niçoise usw.)
– and/or professionally (write emails, make summaries, reports, .PPT presentations, or tell your French-speaking work colleagues about your weekend at Le Touquet, etc.).
Dann habe ich es nicht geschafft, die Grammatikregeln zu befolgen, um Französisch zu sprechen oder Übersetzungsübungen am Beispiel zu machen. Eine entfremdete Sprache zu sprechen, wurde nicht in mütterlicher Sprache in der Sprache des Wortes erzählt.
With the communicative approach, we work from authentic and cultural elements (the pleasures of the table, hunting in France usw.), social facts (Uberization, forgiveness and revenge usw.) in order to arouse interest, a reaction, an interaction: to stimulate a communication need.
With this approach, the objective is to adapt the linguistic forms of the target language (the expressions of the cause for example: because, given that, since, etc., of the consequence: thus, therefore, so that , etc., of necessity: it is necessary/primordial/essential (that/of), require/necessitate that + subjunctive, the functions and uses of some, expressions with en and y, etc.) depending on the situation of Communication (talking about romantic and friendly relationships for example, giving your opinion on a film or series, discussing cyberviolence, talking about animal welfare).
The idea is that you are active in your learning and that you master the linguistic forms adapted to your communicative needs (professional, everyday, staff).
THE ACTIONAL APPROACH
The action-oriented approach complements the kommunikative Methode. The objective of this approach is to mobilize your language skills in carrying out a concrete project.
It’s about putting language into action. This approach ensures that you are not caught off guard once you are no longer in the course. Completing this project allows you to practice the language while feeling integrated into the language community of the target language.
Suppose we are working on rating practices (the evaluation of Uber drivers for example) through a comic strip, a radio report, etc., your final task will be for example to write an argumentative and engaged text on rating ( at school, on the internet usw.): a pamphlet (short critical text).
Throughout the sessions that make up our thematic sequence, we will work accordingly so that you have the language elements that allow you to carry out this project; we could build a mental map to order ideas for example.
To conclude, it is important to me that you manage to effectively understand and speak French as a foreign language according to your needs.
Meine Rolle ist to accompany and support you in your learning. That is to say, to promote access to an environment, to references and to personal, professional and socio-cultural experiences to better understand the aspects of the language: practicing, assimilating, and putting the language to good use. english.
Meine Rolle, is from:
ich. facilitate your learning of French as a foreign language,
ii. promote your autonomy in learning the language,
respecting your learning style, motivation and needs.
THE KOMMUNIKATIV METHOD
The kommunikative Methode traf auf die Linguistics of enunciation. This means that learning the language involves activities that allow you to use language skills in order to be operational:
– in everyday life situations (at a shopkeeper, at the bank, at the museum, at the post office, at an institution, an administration, at the doctor, the hairdresser, to order sushi or a salad niçoise usw.)
– and/or professionally (write emails, make summaries, reports, .PPT presentations, or tell your French-speaking work colleagues about your weekend at Le Touquet, etc.).
Dann habe ich es nicht geschafft, die Grammatikregeln zu befolgen, um Französisch zu sprechen oder Übersetzungsübungen am Beispiel zu machen. Eine entfremdete Sprache zu sprechen, wurde nicht in mütterlicher Sprache in der Sprache des Wortes erzählt.
With the communicative approach, we work from authentic and cultural elements (the pleasures of the table, hunting in France usw.), social facts (Uberization, forgiveness and revenge usw.) in order to arouse interest, a reaction, an interaction: to stimulate a communication need.
With this approach, the objective is to adapt the linguistic forms of the target language (the expressions of the cause for example: because, given that, since, etc., of the consequence: thus, therefore, so that , etc., of necessity: it is necessary/primordial/essential (that/of), require/necessitate that + subjunctive, the functions and uses of some, expressions with en and y, etc.) depending on the situation of Communication (talking about romantic and friendly relationships for example, giving your opinion on a film or series, discussing cyberviolence, talking about animal welfare).
The idea is that you are active in your learning and that you master the linguistic forms adapted to your communicative needs (professional, everyday, staff).
THE ACTIONAL APPROACH
The action-oriented approach complements the kommunikative Methode. The objective of this approach is to mobilize your language skills in carrying out a concrete project.
It’s about putting language into action. This approach ensures that you are not caught off guard once you are no longer in the course. Completing this project allows you to practice the language while feeling integrated into the language community of the target language.
Suppose we are working on rating practices (the evaluation of Uber drivers for example) through a comic strip, a radio report, etc., your final task will be for example to write an argumentative and engaged text on rating ( at school, on the internet usw.): a pamphlet (short critical text).
Throughout the sessions that make up our thematic sequence, we will work accordingly so that you have the language elements that allow you to carry out this project; we could build a mental map to order ideas for example.
To conclude, it is important to me that you manage to effectively understand and speak French as a foreign language according to your needs.
Meine Rolle ist to accompany and support you in your learning. That is to say, to promote access to an environment, to references and to personal, professional and socio-cultural experiences to better understand the aspects of the language: practicing, assimilating, and putting the language to good use. english.
Extra information
Télécharger teams are online.
Location
At teacher's location :
- Rue Emile Desmet, Lille, France
Online from France
About Me
Depuis 2017, j'enseigne le français langue étrangère en cours particuliers (niveau débutant à C1/C2 – tout public – à domicile et en ligne) à mon compte. J'enseigne également le français/la littérature auprès de lycéens pour la préparation des examens écrit et oral du bac de français, auprès d'étudiants en Lettres, et pour les personnes qui préparent des concours d'entrée dans les grandes écoles ou pour la fonction publique.
En plus de cette activité d'enseignement, je propose un service de relecture et de correction (travaux universitaires, professionnels, tapuscrits, etc.). J'ai obtenu le diplôme de lecteur-correcteur en 2021. Depuis, j'accompagne des étudiants et des professionnels dans la relecture et la correction de leurs documents (lettre de motivation, CV, mémoire, communiqué de presse, etc.).
J'ai repris mes études en 2020 à l'Université de Lille. En 2022, j'ai obtenu une Licence en Sciences du langage option FLE. À la rentrée prochaine, j'entame un Master Linguistique générale empirique et comparée.
Après un cursus universitaire en Lettres modernes et Sciences du langage au début des années 2000, pendant plus de 10 ans, j'ai exercé le métier de journaliste/animatrice radio jusqu'à la direction d'une antenne radiophonique et de sa rédaction.
Tout au long de ce parcours professionnel, j'ai suivi plusieurs formations de perfectionnement en journalisme radio : perfectionnement des techniques d’écriture journalistique, d’animation, d’improvisation (contraintes et possibilités) et d’interviews, travail de perfectionnement de la voix (maîtrise, respiration, rythme), de la prise de son, du montage technique, traitement de l’information radio sous forme de réalisation documentaire etc.
Un parcours qui m'a amenée à dispenser des ateliers radiophoniques auprès de collégiens et de lycéens puis à former de nombreuses personnes dans le domaine de la radio (étudiants, stagiaires, bénévoles, professionnels).
Lorsque j'enseigne, il m'importe que chacun parvienne véritablement et efficacement à comprendre ce qu'il apprend, et de le soutenir dans son apprentissage. Soit, favoriser l'accès à un environnement, des références et des expériences personnels pour mieux appréhender les aspects de la langue française : s'exercer, assimiler, et mettre à profit le français.
Il m'importe également d'accompagner ceux dont les études, la vie professionnelle ou encore la vie courante nécessitent une pratique rédactionnelle ainsi qu'un usage adapté, correct et qualifié de la langue française, parlée et/ou rédigée (j'interviens pour des courriers administratifs, la rédaction de CV, de lettres de motivation, mémoires, thèses, soutenances, préparations aux concours, constitution de dossiers de candidatures, l'aide aux devoirs, la préparation au bac de français, l'apprentissage du français langue étrangère, les travaux d'écritures privées etc.).
Ce qui fait ma particularité :
★ Mon parcours atypique. Actuellement, je travaille et en même temps j'étudie. Par conséquent, d'une part, j'ai une expérience personnelle et professionnelle qui me permet de nourrir mes cours de nombreux conseils pratiques que l'on ne trouve pas dans les ouvrages scolaires ou sur internet. D'autre part, je suis également étudiante, donc, j'apprend aussi, je passe des examens, je suis comme la personne qui s'adresse à moi pour des cours particuliers, donc en mesure de comprendre vos difficultés, vos inquiétudes, vos interrogations, etc. Ma situation permet une complicité certaine, nous travaillons de concert, sans rapport d'autorité.
★ Mon approche de l'enseignement : puisque je me spécialise actuellement dans le cours particulier, chaque cours est personnalisé en fonction de vos besoins, de vos objectifs et de votre style d'apprentissage, également en fonction de votre parcours (personnel, scolaire, professionnel, universitaire) : cours, exercices, corrigés, etc.
En plus de cette activité d'enseignement, je propose un service de relecture et de correction (travaux universitaires, professionnels, tapuscrits, etc.). J'ai obtenu le diplôme de lecteur-correcteur en 2021. Depuis, j'accompagne des étudiants et des professionnels dans la relecture et la correction de leurs documents (lettre de motivation, CV, mémoire, communiqué de presse, etc.).
J'ai repris mes études en 2020 à l'Université de Lille. En 2022, j'ai obtenu une Licence en Sciences du langage option FLE. À la rentrée prochaine, j'entame un Master Linguistique générale empirique et comparée.
Après un cursus universitaire en Lettres modernes et Sciences du langage au début des années 2000, pendant plus de 10 ans, j'ai exercé le métier de journaliste/animatrice radio jusqu'à la direction d'une antenne radiophonique et de sa rédaction.
Tout au long de ce parcours professionnel, j'ai suivi plusieurs formations de perfectionnement en journalisme radio : perfectionnement des techniques d’écriture journalistique, d’animation, d’improvisation (contraintes et possibilités) et d’interviews, travail de perfectionnement de la voix (maîtrise, respiration, rythme), de la prise de son, du montage technique, traitement de l’information radio sous forme de réalisation documentaire etc.
Un parcours qui m'a amenée à dispenser des ateliers radiophoniques auprès de collégiens et de lycéens puis à former de nombreuses personnes dans le domaine de la radio (étudiants, stagiaires, bénévoles, professionnels).
Lorsque j'enseigne, il m'importe que chacun parvienne véritablement et efficacement à comprendre ce qu'il apprend, et de le soutenir dans son apprentissage. Soit, favoriser l'accès à un environnement, des références et des expériences personnels pour mieux appréhender les aspects de la langue française : s'exercer, assimiler, et mettre à profit le français.
Il m'importe également d'accompagner ceux dont les études, la vie professionnelle ou encore la vie courante nécessitent une pratique rédactionnelle ainsi qu'un usage adapté, correct et qualifié de la langue française, parlée et/ou rédigée (j'interviens pour des courriers administratifs, la rédaction de CV, de lettres de motivation, mémoires, thèses, soutenances, préparations aux concours, constitution de dossiers de candidatures, l'aide aux devoirs, la préparation au bac de français, l'apprentissage du français langue étrangère, les travaux d'écritures privées etc.).
Ce qui fait ma particularité :
★ Mon parcours atypique. Actuellement, je travaille et en même temps j'étudie. Par conséquent, d'une part, j'ai une expérience personnelle et professionnelle qui me permet de nourrir mes cours de nombreux conseils pratiques que l'on ne trouve pas dans les ouvrages scolaires ou sur internet. D'autre part, je suis également étudiante, donc, j'apprend aussi, je passe des examens, je suis comme la personne qui s'adresse à moi pour des cours particuliers, donc en mesure de comprendre vos difficultés, vos inquiétudes, vos interrogations, etc. Ma situation permet une complicité certaine, nous travaillons de concert, sans rapport d'autorité.
★ Mon approche de l'enseignement : puisque je me spécialise actuellement dans le cours particulier, chaque cours est personnalisé en fonction de vos besoins, de vos objectifs et de votre style d'apprentissage, également en fonction de votre parcours (personnel, scolaire, professionnel, universitaire) : cours, exercices, corrigés, etc.
Education
Cursus universitaire en Lettres modernes et Sciences du langage au début des années 2000. Validation d'un DEUST Métiers de la culture en 2005. Reprise d'études en 2020, obtention d'une Licence Sciences du langage option Français langue étrangère en 2022. Validation du diplôme de lecteur-correcteur en 2021. Actuellement en Master Linguistique générale empirique et comparée.
Experience / Qualifications
Intervenante pour France 3 Limousin – Poitou-Charentes en 2006. Assistante attachée de presse en 2006/2007. Animatrice/Journaliste radio pendant plus de 10 ans sur plusieurs radios en France. Auteur pour le Petit Futé (édition 2008 Le Petit Futé Marseille). Enseignement du FLE, français/littérature depuis 2017 + service de relecture-correction depuis 2021 (cours particuliers, en ligne – à domicile). Enseignement du FLE pour une école de langues en Suisse et pour plusieurs plateformes de cours sur internet.
Age
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Advanced
Duration
60 minutes
90 minutes
The class is taught in
English
Spanish
Dutch
French
German
Skills
Availability of a typical week
(GMT -05:00)
New York
At teacher's location and via webcam
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
Academic support – Preparation for written and oral tests (French baccalaureate, competitions, etc.): why take French lessons?
★ You are a high school student, and despite a lot of work your grades are not keeping up; you feel discouraged. However, you had learned your course well and the grade received did not reflect your efforts: “what does the teacher really expect of me? »
★ You are a student in higher education or in a demanding sector, and you are unable to organize your work according to the new teaching methods of the sector in question: “how do I highlight my profile? »
★ You are a high school student or student, and you want to structure your reasoning and highlight your ideas: “how can I improve my work?” »
METHODOLOGY AND ORGANIZATION
1. How to work? Am I “notebook”? Am I “done”?
Often, the solution lies in the methodology and in the organization of the work. A good methodology and well-organized work will help maintain motivation in learning (like a safety net). An adapted methodology and organized work will allow you to better articulate your arguments, to better transcribe your ideas and to better reproduce your knowledge.
Through specific and personalized support, I offer you the opportunity to consolidate your learning method and understand the teacher's expectations. Understanding and applying the famous “method” is essential to structure your reasoning and then to clearly express your ideas and arguments. Personally, it took me a long time to understand what it was about, what was expected of me. Learning the course by heart and rewriting everything on the copy is ineffective and unsatisfactory: it is not what is expected. We expect from you an analysis organized around a problem in order to evaluate your interpretative and argumentative skills, by expressing yourself (orally or in writing) with an appropriate language level and good syntactic/grammatical mastery of your native language.
Training is essential. This is the advantage of the private course: I suggest that we regularly put ourselves in an exam or interview situation so that these are only a formality on the big day.
On the other hand, the organization of work is personal, it depends on your expectations, your needs, your objectives (and your type of memory). Together we will define a learning and work strategy that takes into account your personality, your learning context, and a methodology adapted to teaching.
STRUCTURING YOUR REASONING, EXPRESSING YOUR IDEAS
2. What is expected of me?
Knowing and reciting the course by heart (written or spoken) is not productive. It is fundamental to understand how the “method” allows you to structure your reasoning and allows you to properly express your ideas.
You should see exam situations as training for similar contexts in your future student or professional life (competitions, motivational interviews (for a job or for a major school), selection interviews, etc.). Also, it is essential to become familiar with this type of test, with this type of exchange for which you are asked to know how to organize your thoughts, to subtly showcase yourself by handling the difficulties with confidence during a written test. or by thwarting destabilizing questions during an oral test.
Through a particular and personalized accompaniment, I propose to you to acquire the reflexes and the tricks which will allow you to feel comfortable in class, in your learning and during the written and oral tests which concern you.
This is why, among the objectives of this particular and personalized support, I propose in particular:
★ to understand the issue of the written/oral test that concerns you and the criteria on which you will be evaluated;
★ to learn to manage your bad stress (stress can be a driving force, you have to know how to use it well), to adopt a suitable posture to position your voice and your gaze, thus promoting quality expression;
★ to understand the expectations of a written or oral test while becoming aware of your strengths;
★ to acquire effective editorial methodological reflexes (how to identify figures of speech? How to avoid paraphrasing?) and to gain intellectual rigor to develop your problem, your plan and put in place your argument;
★ to highlight your journey;
★ organize your ideas to be convincing;
★ to prepare yourself for destabilizing questions.
For students preparing for exams with grammar questions (CAPES, speech therapy, etc.), support can be supplemented with specific content in lexical spelling, grammatical spelling, syntax, conjugation.
★ You are a high school student, and despite a lot of work your grades are not keeping up; you feel discouraged. However, you had learned your course well and the grade received did not reflect your efforts: “what does the teacher really expect of me? »
★ You are a student in higher education or in a demanding sector, and you are unable to organize your work according to the new teaching methods of the sector in question: “how do I highlight my profile? »
★ You are a high school student or student, and you want to structure your reasoning and highlight your ideas: “how can I improve my work?” »
METHODOLOGY AND ORGANIZATION
1. How to work? Am I “notebook”? Am I “done”?
Often, the solution lies in the methodology and in the organization of the work. A good methodology and well-organized work will help maintain motivation in learning (like a safety net). An adapted methodology and organized work will allow you to better articulate your arguments, to better transcribe your ideas and to better reproduce your knowledge.
Through specific and personalized support, I offer you the opportunity to consolidate your learning method and understand the teacher's expectations. Understanding and applying the famous “method” is essential to structure your reasoning and then to clearly express your ideas and arguments. Personally, it took me a long time to understand what it was about, what was expected of me. Learning the course by heart and rewriting everything on the copy is ineffective and unsatisfactory: it is not what is expected. We expect from you an analysis organized around a problem in order to evaluate your interpretative and argumentative skills, by expressing yourself (orally or in writing) with an appropriate language level and good syntactic/grammatical mastery of your native language.
Training is essential. This is the advantage of the private course: I suggest that we regularly put ourselves in an exam or interview situation so that these are only a formality on the big day.
On the other hand, the organization of work is personal, it depends on your expectations, your needs, your objectives (and your type of memory). Together we will define a learning and work strategy that takes into account your personality, your learning context, and a methodology adapted to teaching.
STRUCTURING YOUR REASONING, EXPRESSING YOUR IDEAS
2. What is expected of me?
Knowing and reciting the course by heart (written or spoken) is not productive. It is fundamental to understand how the “method” allows you to structure your reasoning and allows you to properly express your ideas.
You should see exam situations as training for similar contexts in your future student or professional life (competitions, motivational interviews (for a job or for a major school), selection interviews, etc.). Also, it is essential to become familiar with this type of test, with this type of exchange for which you are asked to know how to organize your thoughts, to subtly showcase yourself by handling the difficulties with confidence during a written test. or by thwarting destabilizing questions during an oral test.
Through a particular and personalized accompaniment, I propose to you to acquire the reflexes and the tricks which will allow you to feel comfortable in class, in your learning and during the written and oral tests which concern you.
This is why, among the objectives of this particular and personalized support, I propose in particular:
★ to understand the issue of the written/oral test that concerns you and the criteria on which you will be evaluated;
★ to learn to manage your bad stress (stress can be a driving force, you have to know how to use it well), to adopt a suitable posture to position your voice and your gaze, thus promoting quality expression;
★ to understand the expectations of a written or oral test while becoming aware of your strengths;
★ to acquire effective editorial methodological reflexes (how to identify figures of speech? How to avoid paraphrasing?) and to gain intellectual rigor to develop your problem, your plan and put in place your argument;
★ to highlight your journey;
★ organize your ideas to be convincing;
★ to prepare yourself for destabilizing questions.
For students preparing for exams with grammar questions (CAPES, speech therapy, etc.), support can be supplemented with specific content in lexical spelling, grammatical spelling, syntax, conjugation.
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