 Photo by Lisa Brown | M. M. M. in SKURT |
My name is Antoine (Tony) Khoury and I have been teaching French and other languages at the elementary, college and university levels for over 30 years.
In 1976, I started my teaching career at the university of Windsor where I taught French Language and Literature courses, then at the University of Western Ontario, in London, where I was a Ph.D. student from 1976-79.
I spent five years in France, in The Middle-East and in South America where I taught English as a Second Language.
Later, I taught French at St. Clair College for 15 years, and at Collège Boréal for 2 years.
In June 2008, after 22 years of teaching French as a Second Language at the elementary level, I retired from my full-time position.
Presently, I am teaching French and Arabic at the university of Windsor while continuing to cultivate my passion of writing.
I am the author of 8 children stories and of more than 35 titles of Curriculum related material in French, English, Arabic and Spanish, which are being used in many schools and Second Language classes in various countries.
I have presented several workshops for teachers of Second Language:
- Engaging students in a Second Language class,
Windsor,On, 2005
- Strategies to make Reading a success,
Toronto, ON, 2006.
- Humour, a trump card always and everywhere.
Toronto, ON, 2007.
- Humour, the salt of success, in teaching a Second Language.
Stratford, ON, 2008.
- Humour and Reading in SKURT, an ESL Workshop,
Windsor 2009.
Whether you are a French major student, a public servant or a parent whose children are enrolled in a French immersion program, I am offering my services and material to help you express yourself well in French by following my methodology, summarized in the following word “ SKURT”, which stands for the following: Say it, Know it, Use it, Read it, Trace it or write it.
Through my daily contact with many students at different ages and levels, and with different priorities and backgrounds, and based on my extensive experience in teaching and speaking several languages, I have come to believe that having students concentrate their effort and attention, on the oral aspect of the language, by exposing them to a rich vocabulary used in context, rather than on Grammar, will have an enormous impact on their ability to express themselves well in a new language, both orally and in writing.
This is not to say that Grammar is not important. It is, but Vocabulary comes first in my view.
If you speak a language correctly, you are applying the Grammar rules without knowing it.
When you are in a new Language class, you are in a way like a child.
And children learn their first language verbally.
They do not analyse what they learn.
Psychology plays a major role in learning a Second Language.
If you feel at ease in a Language class, you will be inclined to continue learning this language however difficult it may be.
And to feel at ease, in our view, you must become engaged immediately, and there is no better way to engage a Second Language student than to make him or her speak the new language instantly.
This can be done by saying the word correctly, knowing what it means, using it in a setting right away, then reading it in a text so that you can identify its orthograph.
These four steps will, in our view, help you predict how to trace or write the word accurately.
The more you say the word, you know its meaning and you become able to use it in context, the more successful you will become in reading and writing it.
Every Methodology, in our view, must have a tool to be successful.
This tool in a Second Language domain is the Material used to apply this methodology.
It is M&M: Methodology and Material.
If you have the right material to engage the student in a Second Language class, complemented with the right methodology, your class will be a source of joy, learning and utmost interest for your students.
This second component, the Material, in our case, is not borrowed nor bought off the shelves, or on the web without knowing its source or origin. It is the product of our long experience, in depth research and tangible results of over 30 years of teaching a Second Language. We prepare the Material that responds to the need of the students and that accompanies their progress. It is tailor made which takes into account the weakness and the strength of every student. It is not a wholesale approach, nor is it a “one size fits all”. It is the fruit of a considerable amount of time, experience, passion and dedication reflecting a sense of humour which, in our opinion, is extremely necessary to render a Second Language class interesting. The texts we write and use are made mainly of dialogues where the Characters keep you company, talk to you, speak for you and help you find your rhythm in the difficult situations.
Finally, our Methodology and Material comes with a Maintenance guarantee to our services and products. We will always be with you on your Journey, ready to respond to your questions, happy to monitor your progress and eager to make your Second Language class an unforgettable experience.
Email: Antoine Khoury
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1. Enfin l'Automne,
Aquila Jeunesse,2002. Montréal.
2. De l'Hiver au Printemps,
Aquila Jeunesse,2002. Montréal.
3. Visites,
Aquila Jeunesse,2002, Montréal.
4. C'est du Sport, Aquila Jeunesse,2002. Montréal.
5. Temps Modernes,
Aquila Jeunesse.2002. Montréal.
6. Noël,
Tralco Lingo Fun, 2004, Hamilton.
7. Soyons Positifs,
Tralco Lingo Fun, 2004, Hamilton.
8. Occasions Spéciales,
Tralco Lingo Fun, 2004, Hamilton.
9. Libre Enfin,
Tralco Lingo Fun, 2004, Hamilton.
10. Apprenons en Vivant,
Tralco Lingo Fun, 2004, Hamilton.
11. Techniquement Parlant,Tralco Lingo Fun, 2004,Hamilton.
12. Assez,Assez,
Tralco Lingo Fun, 2004, Hamilton.
13. Je me Souviens,
Tralco Lingo Fun, 2004, Hamilton.
14. Le chat Génial,
un conte pour enfants avec un cahier d'exercices selon le Curriculum de la 4e année, 2004, Windsor.
15. The Clever Cat,
un conte pour enfants avec un cahier d'exercices selon le Curriculum de la 4e année 2004, Windsor.
16. Le tableau et ses amis,
2005, Windsor.
17. Sois content. 2005, Windsor.
18. Parfait,
2005, Windsor.
19. Ce n'est pas Juste,
2005, Windsor.( Available in English and Arabic also.)
20. Touriste pour la vie,
2005, Windsor.
21. Ma Famille,
2005, Windsor.
22. Coquelicot,
2005, Windsor.
23. Le Rat de Bibliothèque,
2005, Windsor.
24. No es justo!,
Windsor, 2005.
25. Turista de por vida,
Windsor, 2005.
26. Les Invités d'Honneur,
un conte pour enfants avec un cahier d'exercices selon le Curriculum de la 5e année 2005, Windsor.
27. The Guests of Honour,
un conte pour enfants avec un cahier d'exercices selon le Curriculum de la 5e année 2005, Windsor.
28. Humeur et Humour,
Windsor, 2005.( Recueil de dialogues accompagné de 5 disques compacts, d’un plan pour l’enseignant(e) et de 125 cartes-éclairs.)
29. Do You Speak French? Mais Oui!!!, A collection of relevant French expressions with their English equivalent.)Windsor, 2006.
30. Que belle est la vie! Mes Amis, Windsor, 2006.
31. Home, Sweet, Home!, 2006, Windsor.
32. It Is Not Fair, 2006, Windsor.
33. Le Jardin D’adultes, un conte pour enfants, 2007, Windsor.
34. The Adultsgarden, la version anglaise du conte Le Jardin d’Adultes, 2007, Windsor
35. Les Garçons Cochons, un conte pour enfants, 2007, Windsor.
36. Jamais À Minuit, Roméo!, 2007, Windsor.
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