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Lecture 10

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French As A Second Language
FSL 1000
Mirela Cherciov

November 19, 2012 FSL 1000 – Lecture 10 Cours 10 Tâche: écrire une carte postale Langue: ‘this’ (désigner quelque chose) Vocabulary (Writing post cards) Un souk – an Arabian market (in French: maré) Bisous – kisses Pays – country Cet/ce/cette – this Cher papa/Chère mama – My dear mother/father Grace a la/au – thanks to Se promener Aller à pied to walk/to go for a walk Marcher 1. 2 2. 1 3. 4 4. 3 Langue: ‘this’ (désigner quelque chose) Masuline Feminine Singular Ce pays Cette plage Cet hôtel Cette ville Plural Ces châteaux ces montagnes Memory and Second Language Learning Types of memory  Short term memory (primary/active memory) = capacity to hold small amounts of info in a readily available state for a short period of time  Working memory = broader concept than short-term; it cannot only store information, but it can also manipulate information (reasoning & comprehension); inhibit irrelevant information  Long-term memory = infinitely stores a seemingly unlimited amount of information Different long-term memory types  How about learning a second language? How is the new information you receive stored?  In the beginning, the information is explicit and it implies conscious retrieval; with repetition it becomes automatic (implicit)  How is this relevant to your first language vs. second language learning? Exercise  Rib, umbrella, saucepan, scales, monkey, cheat, stamp, roulette, sailor, ant, poker, donkey  Can you recall the precedent words? o Recalled : Monkey, donkey, sailor, rib, saucepan, umbrella, ant  How many can you recall? o Short –term memory = 7(+2)  How did you go about it? Mind Map: how do you build it? - start from the center and create connections Take CARE of your memory (Memory strategies): 1. Creating mental links 2. Applying images and sounds 3. Reviewing well 4. Employing action  Creating mental links: o grouping (pronouns; information) o associating (board - billboard) o placing new words into context  we invent a story to help us recall words  Applying images and sounds: o Using imagery (place where they are; « Cédez le passage») o Semnatic mapping (Transportation) o Using keywords (sobor) o Representing sounds in memory  Reviewing well: o Review material immediately after first exposure o Review at regular intervals o Reviews become eventually more spaced apart  Repetition: the more times you go over something, the better information will be stored. BUT vary your approach to create more connections (How is this related to motivation?)  Employing action: o Using physical response or sensation (acting out new vocabulary; playing charades) Improve concentration & focus on
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