→ Approach
→ Tools
Lesson Organisation
Conversation Workshop: The Conversation Workshop format is quite flexible and can easily be adapted to individual levels, objectives, and needs. Its purpose is to encourage oral expression on a given theme, which may be introduced in different ways:
- Using a short “trigger” document at the start of the session (an image, a poster, a short text, or a brief audio or audiovisual resource)
- Using a longer “trigger” document, prepared in advance (an article, a radio programme, a report…)
- Using an open-ended question that naturally leads to discussion
- Exploring a current event
- Engaging in a fun activity related to a chosen theme
- Etc.
Other formats are possible on request, such as focused listening practice with audio or video resources, preparation for oral presentations, targeted pronunciation work, and so on.
These sessions can be part of a longer programme designed to explore a theme in depth or taken individually without any direct link from one session to the next.
Standard Course: A Standard Course is divided into multiple lessons that follow a progressive sequence. Each lesson covers communicative objectives (understanding and conveying a message, interacting with someone), linguistic objectives (the necessary tools to achieve this: vocabulary, grammar, phonetics), and sociocultural objectives (placing the message in its context). Progress often follows a “spiral” approach, meaning an objective introduced at one level may be revisited at the next level in a more in-depth manner.
A single lesson may span several sessions, and although every session is unique, lessons generally follow the same steps:
- Warm-up, introduction, exploration of the theme
- Observation and analysis of one or more “trigger” documents (poster, article, dialogue, report…)
- Highlighting the targeted objectives (communicative, linguistic, sociocultural)
- Conceptualisation (vocabulary, grammar)
- Practice (exercises and homework)
- Final task (oral and/or written production)
Progress is assessed through “formative” evaluation—correcting practice activities and checking performance on tasks. A “summative” evaluation (test, quiz, etc.) is also available on request.
Specific Objectives Course: By definition, a Specific Objectives Course meets particular needs. Several lesson formats fall under this category.
For a more “traditional” professional language course, the structure is similar to a Standard Course, but the choice of themes and communicative, linguistic, and sociocultural objectives is adapted to a professional context. However, a more individualised approach can also be taken to address precise requirements: expanding domain-specific vocabulary, drafting a covering letter, preparing for a job interview, and so on.
A university-oriented course is highly flexible and tailored to each student’s specific needs, such as vocabulary, methodology, learning strategies, writing support, proofreading, and editing.
The main advantage of the Specific Objectives Course is its customisable nature: this is where special requests can be addressed (improving writing skills, discovering literature, planning a trip, etc.).
Exam Preparation: This course is specifically for French language tests and exams (TCF, DELF/DALF).
The TCF (Test de Langue Française) is an official test recognised, among others, by the Ministry of Higher Education. It certifies a person’s language level for applications such as university admission in France or another French-speaking country, residence permits, or French nationality. The TCF is also used for immigration to Quebec. The certificate obtained through the TCF is valid for two years. To take the TCF, you must contact an approved centre.
→ More information about the TCF tout public
→ More information about the TCF Intégration, Résidence & Nationalité
→ More information about the TCF Canada
The DELF (Diplôme d’Études en Langue Française) and the DALF (Diplôme Approfondi de Langue Française) are, as their names suggest, diplomas. They are issued by the Ministry of National Education, recognised worldwide, and valid for life. The DELF evaluates levels A1 to B2, while the DALF covers levels C1 and C2. Like the TCF, the DELF and DALF can support administrative processes such as applying for French nationality or enrolling at a university. Obtaining the DELF or DALF may also facilitate access to employment in French-speaking environments. To take the DELF or DALF, you must contact an approved centre.
→ More information about the DELF
→ More information about the DALF
An Exam Preparation Course differs from a Standard Course: its aim is not to improve your overall language level, but to familiarise with the exam format and provide information, advice, and practical tools. The focus is therefore on the strategies needed to succeed on test day, along with targeted practice. The structure usually follows the same steps, depending on the type of test or exam:
- General introduction to the test or exam
- Overview of the listening section + strategies + practice
- Overview of the reading section + strategies + practice
- Overview of the writing section + strategies + practice
- Overview of the speaking section + strategies + practice
- Mock exam (on request)
The total length of the exam preparation course may vary according to individual needs, but a minimum of 10 to 12 sessions is generally recommended for thorough preparation.
Approach
Learning occurs through a communicative, action-oriented approach. In other words, lessons focus on real-life communication scenarios (for example, going grocery shopping) where you can draw on the skills you have acquired (in this scenario: food-related vocabulary, expressing quantities, using partitive articles, polite expressions) to take concrete action (buying fruit and vegetables at the local shop).
You play an active role in your learning: the goal is to help you discover linguistic concepts inductively, meaning new vocabulary or grammar rules are introduced by observing and analysing concrete examples (“trigger” documents) that reflect authentic communication situations as much as possible.
In practice, this involves specific teaching strategies designed to guide you—often through targeted questions—from discovery to understanding, and finally towards mastery of a concept. The playful dimension is central to these strategies, because enjoying the learning process is essential to making progress. Additionally, support is provided through advice on developing effective learning strategies.
Generally, learning progresses through several stages:
- Initiation: understanding the concept with guidance
- Appropriation: absorbing the concept independently
- Practice: practising and applying the concept in various activities
This is not a lecture-based class where abstract concepts are simply presented. On the contrary, it is an interactive exchange that encourages you to reflect on and take ownership of the lesson’s concepts, becoming a key participant in your own learning journey.
Materials
Lessons revolve around a variety of teaching materials.
“Trigger” documents may come from magazines, newspapers, methods, textbooks, websites (educational or otherwise), etc. There are three general types:
- Authentic (designed for native speakers, used as-is without modification)
- Semi-authentic (slightly modified for teaching purposes)
- Adapted (created to resemble authentic documents but specifically intended for teaching)
These documents can take various forms:
- Visual materials: film poster, advertisement, book cover, press cartoon…
- Text-based materials: postcard, classified ad, email, newspaper article, comic strip, novel excerpt…
- Audio materials: dialogue, interview, song, radio programme…
- Audiovisual materials: music video, short film, news report, film clip…
Most documents, activities, and exercises come from established methods, textbooks, or educational websites, though authentic documents are also used regularly, and some activities—particularly playful ones (games)—are specially created for these lessons.
In addition, I regularly prepare summary sheets for you, recapping the key linguistic objectives covered in each lesson.
To facilitate the practical side of learning, you may be asked to acquire one or more books (methods and/or textbooks), depending on the type of course chosen and on my recommendations.
→ More information on recommended reading & websites
Tools
To ensure the best possible conditions for online lessons, the tools used are specifically adapted to distance learning.
Communication: Lessons take place on Zoom, and it is strongly recommended to install the Zoom application on a computer and create an account (the free version is sufficient) to take full advantage of its features (such as chat history). Outside of lesson time, most communication (questions, schedule changes, etc.) takes place via WhatsApp. Naturally, I am also reachable by email.
Lesson: By sharing a screen, you can view and interact directly with what appears on my screen. Several digital tools are used, including an interactive whiteboard that closely replicates a physical classroom setting: documents can be displayed, “written” on with a stylus, moved around the screen, boxes can be ticked, and more. This enables a wide range of activities and enhances the playful dimension of the lesson. You can also share your own screen. Other tools may be used during or after the lesson: interactive e-textbooks (methods and/or manuals), interactive PDFs (to be filled in), shared Google Docs (which we can edit and correct together, in real time or not), and the Zoom chat window (accessible at any time), etc.
Course Follow-up: To keep a record of completed sessions and track progress, we use Google Classroom (a free application). It allows me to share documents, links, resources, recommendations, and homework assignments for upcoming sessions, ensuring all essential information is consolidated in one place and is easily accessible before, during, or after the lesson.
Finally, with a view to creating the best possible learning environment, it is strongly discouraged to take lessons via a smartphone. Instead, it is recommended to use a computer equipped with a keyboard, a mouse, and a webcam with an integrated microphone. A headset with microphone is an ideal accessory. If no computer is available, a tablet may be used.