LaComprhensionOrale

Dfinition
saisirparleraisonnement qqch, serendrecompte,raliser apprhender sereprsenterqqch trecapabledexpliquer

CO=UneDmarcheactive
Communicative strategies : Reception (CEFR p. 72)
IDENTIFYING CUES & INFERRING

(Spoken & Written)

C2 C1 B2

AsC1
Is skilled at using contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next.

Can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension by using contextual clues. Can identify unfamiliar words from the context on topics related to his/her field and interests.
Can extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar.

B1

A2 Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. A1 No descriptor available

Lacomprhensionfaitappeldes processusintellectuels
Lacomprhensiondeloral (daprslagrilledelaDEPP coord.SylvieBeuzon) Processusdehautniveau Synthtiser Traiterleperu, Stocker,trierclasser Interprter Anticiper Emettredeshypothses(appellammoirelexprience)

Traiterlemalperu,lenonperu Comprendre compenser loral

Repreretidentifier Discriminer Percevoir phonmes Accents Formes faibles Groupesde souffle Accentsdephrase intonation

Processusdebasniveau

Importanceaccorde:
Auxstratgiesdentredanslcoute: Lanticipation Lmissionetlavrificationdhypothses Laprdiction Auxautresstratgies: Linfrence:compenserlinconnu Lareformulation Larflexioninductivesurlalangue

Dvelopperdesstratgies
3passagesobligs : Perceptiondesformessonoresavec associationdusens Miseenrseaudesinfos Classementetinterprtationdesinfos.

Descomptencesetsavoirfaire indissociables
LaCOindissociabledelaPO=savoirfaire ACTIF LaPOpermetdedvelopperlesstratgies noncesprcdemment LaCOindissociabledelammorisation Lammorisationpermetletransfertdes stratgiesdecomprhensiondautres documents

ENTRAINERVsEVALUER

DEVELOPPERdesstratgies Vs VERIFIERlacomprhension

Ex:Tchesd coute: Entrainementouvaluation?

Listentotheinterviewandgivetheopinionofthe2persons Circlethewordsandexpressionsyouhear(eg:sensible, sensitive,formes voisines )andusethemtodrawtheportrait ofthecharacter. Listentothereportandsumup. Pickoutinformationabouttheprotagonistsandtheproblem, thensumup. Saywhetherthefollowingstatementsaretrueorfalse Focusontheintonationandconcludeaboutthereactionofthe speaker. Whatdidthecharactersay? WhydidMikegotothepolice? Imaginethereasons.Listenandcheck.

Activits dentranement
Discriminationauditive=dvelopperdes stragtgies dcoute Fairereprerlesobstacleslacomprhension Lessonsanglais Lesaccents Motspeuoupasprononcs Confusiondessonscausedesliaisons

 Fairereprerlesaideslacomprhension: motsimportantsfacilementreprables, accentdemot,dephrase,miseenrelief Repragedestypesdephrasesgrce lintonation Repragedutonpourlessentiments Repragedespauses

Rappeldesprincipaux phnomnes travailler

Liengraphiephonie Homophones bare/bear bored/board one/won see/sea itllbe/littlebee characters/correctors soared/sword

Phnomnesmorphosyntaxiquesetsmantiques Formes contractes ouaffaiblies,soundclusters "that'swhatI'vebeenthinkingof" "shecancomebytrain" Confusions: Dvoisement "whatareyoulookingat?" Iwantsomeanswers

d :hadouwould?s :isouhas? "thejunglewasfullofsnakesandflies" you/ya/wanna/wantsta

Formesrelchesloral

doyou/dya,and/an,s/whouldhave/of,haveto/hafta interestedin/interesting Assimilation "he'ssucceeded"/"hesucceeded" theywashinthesea/theyrewatchingthesea

Interprtation etconstructiondusens
=traitementdelinformation

Emissiondhypothsesconfirmer Exploiterlintonationetletonetlaccentuation Pourarriveraumessagedulocuteur Hirarchiserlesinformations Synthtisercequiestcompris Percevoirlecontenuimplicitedudocument Reformulerpourfaireuncompterenduorganis

Suggestionsdactivits
Reprages 5Whquestions? Mots Formesverbales Champslexicaux Homophones,pairesminimales Accentsdemots Mise enordre horizontale QCM Exercicesdappariement Scripttrous Accentsdephrase verticale Contextedunmot Pauses chronologique Intonation

Correction

duscript Scriptsansponctuation

dunrsum

Ecouteefficace=Ecouteactive
Celapassepardestchesconcrteseffectuer:
Repragedelasituationdecommunication/dnonciation :aprs lcoutedelensembledupassage,fairechercherquiparle,lenbre depersonnages,lelieu,lemoment,lethmegnral Recherchedinfosprcises(slective) Lmissiondhypothses(avantlcouteoupourcompensercequi nestpascompris) utilisationdelalogique,ducontexte,de lexprience Lavrificationdeshypothsesparlcoute Laprdictionetlinfrence :onpeutarrterlcouteetfairedeviner lemotquisuitetc../lanticipationphonologique(entendonsnous : werent /want /wont ?) Laformulationdecommentaires Larecherchedquivalents(reformulation)

Droulementdune CO
Etape1: Etape2: Pointsdappui :motsconnus Etape3: Pointsdappui :motsconnus Etape4: Amorces: Productionsobtenues: Aidellucidationdemots inconnus/accsausens dclencheurs(visuels/sonores) Productionsobtenues(explicite, implicite/expressionpersonnelle) Aidellucidationdemots inconnus/accsausens dclencheurs(visuels/sonores) Productionsobtenues(explicite, implicite/expressionpersonnelle)

Conclusion
Enoncentendu transformation reformulationimpliciteoucommentaire simple Imgoingtowritetothem hewantsto writetothem Hethinksheshouldwrite Maybeitsimportant

Productionorale parpaliers
No,Idontthinkitsagoodidea,letscallher Theydon'tagree."ou"Shedoesn'tagreewithhim." Shethinksheismakingamistake. Shewouldneverdothat. Sheadviseshimtophoneinsteadofwriting. Ifshewerehim,shewouldn'twrite. Shethinksheshouldphone.

Commentprpareruneactivit dcoute?
Phase1Lamiseensituation Reprer lesbruitages,mobilisationdes connaissancesdellve(processusdehaut niveau). Phasedanticipation.

Phase2Observationdelalangue
Lesuprasegmental : reprerlesvariationsdelintonation reprerlesmotsaccentus entranerllvereprerlaccentdemot,lesvoyelles brvesetlongues,oudiphtongues utilisationdelarelationphonie graphie reprerlesmotsconnus discriminerlessons Processusdebasniveauici.

Phase3Miseenrelationdeslmentsconnus
Miseenrseauxdesindices=ledbutdelaconstructiondusens. favorisercertainstypesd'associations :
lesassociationslexicales ; titresetnomsdepersonnes,auxquelsonpeutassocierlestatutsocial ;l'lvepeutainsirecrerla tramerelationnellequiunitlespersonnages(DrDoolittle,PrinceWilliam) ;nomsdelieuounoms propresquiserfrentdeslieux ;represtemporelsexplicites ;motsquiappartiennentaumme champlexical ;motsdelammefamille ;motsrcurrents(quandilyarptitiondummelmentou d'lmentsvoisins,l'lvepeutendduirequ'ils'agitd'uneinformationimportante) ;lesassociations grammaticalesetsyntaxiques :l'lven'attendpastoderrireunmodal ;structuresquiserptent ; tempsetaspectsprincipalementutiliss ;lespronomspersonnelsetleursrfrents.

Comptencesmiseenuvre :
mettreenrelation ; filtrerlesinformations ; hirarchiser ; synthtiserpourmettrelespremireshypothsesdesens.

Interactiondesprocessusdebasetdehautniveau :lesassociationsquel'auditeur
tablitpourdonnerdusensl'noncsonttayesparlaconnaissancequ'iladumondequil'entoure.

Phase4Gestiondeslmentsinconnusounon reconnus
Emettredeshypothsesdesensetdeforme :travaillerles phrasescomplexes ;reprerlesgroupesdesouffle ;entraner llvereprerlalternancedesformesfaiblesetdesformes fortes ;produireetrespecterlerythmedelaphraseanglaise ; travailsurleschwa ;pratiquerlalecturevoixhaute en complment ;discriminerlesformesverbales ; NBaucoursdecettephase,utilisezlemagntophonepourfaire desrcoutesetdesretoursenarrirenombreux. Reformulation :llverendcomptedesfaits.

Phase5Formulationdelimplicite

Entranerllvelinterprtation(mots accentus,effetsdesenslislintonation,la miseenreliefdecertainsmots,larcurrencede certainsmots,larptition,lironie,lachutede lhistoire,etc.)