Teacher of French and Spanish (French native) at Secondary level.
Teaching towards real life, through GCSE Edexcel.
What to expect:
-> Quality lessons
->Scaffolded activity, increasing in challenge
->Differentiated activities within the lesson
-> KS4: a Higher / Foundation lesson
-> Spiral learning to support retrieval
-> Dual coding to support memorisation
-> exam skills with past papers where applicable
Check out the French lesson on Jobs (free) to see an example of what to expect!
Teacher of French and Spanish (French native) at Secondary level.
Teaching towards real life, through GCSE Edexcel.
What to expect:
-> Quality lessons
->Scaffolded activity, increasing in challenge
->Differentiated activities within the lesson
-> KS4: a Higher / Foundation lesson
-> Spiral learning to support retrieval
-> Dual coding to support memorisation
-> exam skills with past papers where applicable
Check out the French lesson on Jobs (free) to see an example of what to expect!
Lesson on future plans designed for a higher group of Yr11s.
Explores the subjunctive (optional), imperfect infinitive (après avoir…) and recaps the simple future. See below for details.
Lesson on future plans, designed for a lower set Yr11.
Lesson of 1 hour that contains:
Reading: starts with vocab presentation through a reading (finds synonym, helped with cognates and context to actively engage with the meaning of the vocabulary. Use of present tense sentences with value of future (J’espère + infinitive, J’ai envie de, je veux, j’ai l’intention de…)
Reading: more complex reading, practicing the new vocab and exploring sequencers and introducing imperfect infinitives (après avoir fait… avant d’aller…)
Grammar point (differentiated - more detail on PPT): Main point: perfect infinitive.
Lower Prior Attainment + lower ability in the (top set) class: first revision of perfect tense through a worksheet that leads them to the practice of the perfect infinitive.
Medium Prior Attainment + middle ability (in the top set class): practice of the perfect infinitive after the language presentation.
Higher Prior Attainment + stretch (optional): after the language presentation on the perfect infinitives, language presentation on the subjunctive, first practice through questioning.
Grammar point practice with mini-whiteboards (perfect infinitive + simple future OR perfect infinitive + subjunctive).
Writing: Leads to a guided writing using sequencers and mix of tenses.
Lesson on future plans, designed for a lower set Yr11.
Lesson of 1 hour:
Starts with vocab presentation through a listening.
Then a reading to find the synonyms through sentences, and widen their vocabulary through practice of the new vocab.
Recap of simple future.
Practice of simple future through model sentences and mini whiteboards.
Leads to a writing using sequencers.
This assessment has been written for an activity taking place on school site, in the Food Tech kitchen, involving Year 7s making Macarons in a lesson in French, led by a professional chef.
Ideal for any cooking workshop including a visitor.
The RA includes:
Slips and falls
Contact with steam, hot water, hot oil and hot surfaces
Knives
Food handling
General Hygiene
Food contamination / poisining
Contact with cleaning chemicals
Electrical
Fire
Outside visitor
Risk assessment written to take a group of 40 Yr11s students, via coach (via the Shuttle) on a day trip to France to visit a Christmas market (Lille).
Detailed with knowledge of country’s own plans for safety (SAMU and other local emergency numbers, plan Vigipirate,…)
Ideal for any day trip abroad, particularly suited for France.
RA includes:
Road crossing points
Public area + crowd
Inexperienced group (never been to the location before)
Down time
Weather
Misbehaviour / misconducts
Alcohol
Theft / pickpockets
Interference by unknown adults
Accidents / injuries
Visit returns after school
Coach travel (inside + if breaking down)
Special needs (+ medical)
Allergies (food, stings, bites)
Terrorist attack
Risk assessment written to take 30 Yr10s students, via minibus, to a nearby restaurant where French food was being served by waiting staff who spoke French.
Ideal for any trip to a restaurant, or any trip that involves a restaurant.
RA includes:
Road crossing points
Public access to area
Young group
Inexperienced group (never been to the location before)
Minibuses
Allergies
No first aid support on site
Risk assessment written to take 60 Yr8s students, via coach, to a nearby city where a French market was being held.
Ideal for any field trip with coach travel and going into town / interactions with people.
RA includes:
Sites and environment
Group / Special needs / Safeguarding
Down time
Leader and activity arrangements
Transport
First aid arrangements
Other factors
Alternative plans
Also find a template for cards to fill in with your school’s phone number and to laminate. This is for students to carry with them on the day, would they get lost.
Buncle containing the Foundation and Higher version of the lesson on sectors (+ job environment).
Foundation:
Lesson 1: Pratice of new vocab through the game “Quiz Quiz Trade” then leads to sentence writing with the same structure repeated to support memorisation "Je voudrais être prof et je travaillerais dans une école avec des enfants.
Lesson 2: After the Do Now / Starter, start with a past paper listening (2019) about where young people want to work (going through listening strategies again). Speaking activity to review the structure from lesson 1 (version of the sentence thief), finally a Listening, Speaking and writing around a survey. The end writing is in the 3rd person singular and aim to be a practice run to answer the question “Qu’est-ce que tes parents font comme travail?”
Lesson 3: Starter consists of 3 bullet points from past paper writing. Students have to translate the bullet point and choose the most appropriate response for each of them (revision of theme 2). Lesson carries on with a listening revising adjectives of personality, job environment,… and introduces sector. Sectors are drilled in through several games of Morpion (tic tac toe / noughts and crosses). Leads to the practice writing (modelled by the teacher) of a bullet point from a past paper (Foundation 20 mark from 2021).
Check up the previous lesson (free) to see what to expect on this one:
https://www.tes.com/teaching-resource/resource-12906930
Higher:
2 lessons of 1 hour each (lesson 1 has the potential to be 2 lessons).
Lesson 1: Pratice of new vocab through the game “Quiz Quiz Trade” then leads to sentence writing with the same structure repeated to support memorisation "Je voudrais être prof et je travaillerais dans une école avec des enfants.
Listening, Speaking and writing around a survey with high sentence starters (ce qui t’intéresserait le plus… L’orientation qui t’attire le plus, ce serait un métier/poste dans…). The end writing is in the 3rd person singular and aim to be a practice run to answer the question “Qu’est-ce que tes parents font comme travail?”
Lesson 2: Starter consists of 3 bullet points from past paper writing. Students have to translate the bullet point and choose the most appropriate response for each of them (revision of theme 2). 1st activity is a listening from a past paper (Foundation for now) to review recently seen vocab, recaping listening strategies.
Sectors are introduced and drilled in through several games of Morpion (tic tac toe / noughts and crosses). Listening activity to practice. Leads to the practice writing (modelled by the teacher) of a bullet point from a past paper (Higher 20 mark from 2021).
Check up the previous lesson (free) to see what to expect on this one:
https://www.tes.com/teaching-resource/theme-4-french-jobs-higher-12906923
Aimed at Yr11 Foundation sets covering jobs and sectors and aiming to extend the number of details mentioned about why we like / dislike a job we would(n’t) like to do (where we would work, who with, etc…)
The activities are differentiated.
2 lessons of 1 hour each (lesson 1 has the potential to be 2 lessons).
Lesson 1: Pratice of new vocab through the game “Quiz Quiz Trade” then leads to sentence writing with the same structure repeated to support memorisation "Je voudrais être prof et je travaillerais dans une école avec des enfants.
Listening, Speaking and writing around a survey with high sentence starters (ce qui t’intéresserait le plus… L’orientation qui t’attire le plus, ce serait un métier/poste dans…). The end writing is in the 3rd person singular and aim to be a practice run to answer the question “Qu’est-ce que tes parents font comme travail?”
Lesson 2: Starter consists of 3 bullet points from past paper writing. Students have to translate the bullet point and choose the most appropriate response for each of them (revision of theme 2). 1st activity is a listening from a past paper (Foundation for now) to review recently seen vocab, recaping listening strategies.
Sectors are introduced and drilled in through several games of Morpion (tic tac toe / noughts and crosses). Listening activity to practice. Leads to the practice writing (modelled by the teacher) of a bullet point from a past paper (Higher 20 mark from 2021).
Check up the previous lesson (free) to see what to expect on this one:
https://www.tes.com/teaching-resource/theme-4-french-jobs-higher-12906923
Aimed at Yr11 Foundation sets covering jobs and sectors and aiming to extend the number of details mentioned about why we like / dislike a job we would(n’t) like to do (where we would work, who with, etc…)
The activities are differentiated.
3 lessons of 1 hour each.
Lesson 1: Pratice of new vocab through the game “Quiz Quiz Trade” then leads to sentence writing with the same structure repeated to support memorisation "Je voudrais être prof et je travaillerais dans une école avec des enfants.
Lesson 2: After the Do Now / Starter, start with a past paper listening (2019) about where young people want to work (going through listening strategies again). Speaking activity to review the structure from lesson 1 (version of the sentence thief), finally a Listening, Speaking and writing around a survey. The end writing is in the 3rd person singular and aim to be a practice run to answer the question “Qu’est-ce que tes parents font comme travail?”
Lesson 3: Starter consists of 3 bullet points from past paper writing. Students have to translate the bullet point and choose the most appropriate response for each of them (revision of theme 2). Lesson carries on with a listening revising adjectives of personality, job environment,… and introduces sector. Sectors are drilled in through several games of Morpion (tic tac toe / noughts and crosses). Leads to the practice writing (modelled by the teacher) of a bullet point from a past paper (Foundation 20 mark from 2021).
Check up the previous lesson (free) to see what to expect on this one:
https://www.tes.com/teaching-resource/resource-12906930
Bundle to celebrate the European Day of Languages!
Treasure Hunt: Students answer questions to find out secret codes and win prizes !
Treasure Hunt using resources from the EDL website https://edl.ecml.at/
(included) Version with and without QR codes.
Included:
“How To” powerpoint with progression, how to use and create your own QR codes (if you wish to use them) + variations if you don’t have the equipment.
“How To” powerpoint on Interacty (free website I used to create this Treasure Hunt).
Answer sheets with all the riddles + answers
Students sheets
“Long words” posters to display (not charged extra)
Posters from EDL website broken down to display bigger (free resources - not charged extra)
Assembly:
You will find:
A first slide with an animation of 36 translation of “European Foreign Languages”, looping as the students come in. Stops when you go the next slide.
Quick hand up quiz about number of countries / languages
Raise awarness that languages gravitates around us and that we deal with more languages that we realised (mothertongue, fluent, learning, know words of, would like to learn, like the sound of…)
Introduction of Language ID as a whole school Initiative
Why EDL? Objectives of the day
Careers in languages
Introduction of MFL club with Secret agent Language handbook (from EDL resources website https://edl.ecml.at/)
Benefits of a language (on the brain and salary - hand up quiz)
Reflection and prayer.
Language ID:
Objective: raise awarness about all the languages that gravitates around us, and that there is no such thing as “I only speak English”
A language ID for students to fill in that includes:
Their mother Tongue
Language they are fluent in
Language they speak well
Language they understand well
Language they are learning
Language they know words of
Language they hear a lot
Language they would like to learn
Language they like the sound of
Assembly to celebrate European Day of Languages 2023, with the launch of a whole school initiative through the creation of a “Language ID”.
A language ID for students to fill in that includes:
Their mother Tongue
Language they are fluent in
Language they speak well
Language they understand well
Language they are learning
Language they know words of
Language they hear a lot
Language they would like to learn
Language they like the sound of
The assembly includes:
A first slide with an animation of 36 translation of “European Foreign Languages”, looping as the students come in. Stops when you go the next slide.
Quick hand up quiz about number of countries / languages
Raise awarness that languages gravitates around us and that we deal with more languages that we realised (mothertongue, fluent, learning, know words of, would like to learn, like the sound of…)
Introduction of Language ID as a whole school Initiative
Why EDL? Objectives of the day
Careers in languages
Introduction of MFL club with Secret agent Language handbook (from EDL resources website https://edl.ecml.at/)
Benefits of a language (on the brain and salary - hand up quiz)
Reflection and prayer.
Display with the longest words in several languages, created for European Day of Languages.
Created from https://edl.ecml.at/Fun/Longestwords/tabid/3114/language/Default.aspx
Part of a set up for a Treasure Hunt, check it out:
https://www.tes.com/teaching-resource/-12909687
3 posters “20 things you didn’t know about Languages” + their broken down version to print bigger!
Posters were downloaded for free from https://edl.ecml.at/
Part of a set up for a treasure hunt: https://www.tes.com/teaching-resource/-12909687
Treasure Hunt using resources from the EDL website https://edl.ecml.at/
(included) Version with and without QR codes.
Students answer questions to find out secret codes and win prizes !
Included:
“How To” powerpoint with progression, how to use and create your own QR codes (if you wish to use them) + variations if you don’t have the equipment.
“How To” powerpoint on Interacty (free website I used to create this Treasure Hunt).
Answer sheets with all the riddles + answers
Students sheets
“Long words” posters to display (not charged extra)
Posters from EDL website broken down to display bigger (free resources - not charged extra)
Objective: raise awarness about all the languages that gravitates around us, and that there is no such thing as “I only speak English”
A language ID for students to fill in that includes:
Their mother Tongue
Language they are fluent in
Language they speak well
Language they understand well
Language they are learning
Language they know words of
Language they hear a lot
Language they would like to learn
Language they like the sound of
(To be) launched in Assembly for European Day of Languages 2023!
Check it out:
https://www.tes.com/teaching-resource/resource-12909684
A 15-minute assembly designed for Yr9s to celebrate Languages for European Day of Languages (26th September), including Careers and Benefit of Languages. As my school is a church of England school, you will aslo find a reflection and a prayer at the end.
You will find
A first slide with an animation of 36 translation of “European Foreign Languages”, looping as the students come in. Stops when you go the next slide.
Quick hand up quiz about number of countries / languages
Raise awarness that languages gravitates around us and that we deal with more languages that we realised (mothertongue, fluent, learning, know words of, would like to learn, like the sound of…)
Introduction of Language ID as a whole school Initiative
Why EDL? Objectives of the day
Careers in languages
Introduction of MFL club with Secret agent Language handbook (from EDL resources website https://edl.ecml.at/)
Benefits of a language (on the brain and salary - hand up quiz)
Reflection and prayer.
A display to support your explicit teaching of French tenses (endings, how to form it, common irregular verbs). Colour coded and with time markers.
You will find
The imperfect tense
The pluperfect
The perfect tense
The present tense
The near future
The simple future
The conditional
Provided with this resource: the powerpoint and the PDF version (to make sure things don’t shift around).
I printed mine on A3 paper, laminated and cut the extra space to make it like a “strip” for each tense on my wall (borders matching on the side). I left the bottom border at the end of the last sheet.
A wall of connectives for students to build their paragraph, and a hedge of intensifiers for them to embellish their paragraph !
Resources can be modified to add / remove / change the connectives and intensifiers.
Pearson’s poster “See yourself as…”.
Great posters of different jobs that you can do with languages, a variety of ethnic background.
Straight to the point, they give the main information through a big title to cath the attention then more details once you get closer.
Took me a while to find online and here they are for you to download and display!
Also included is a banner to display on top of your board !
A wall of connectives for students to build their paragraph, and a hedge of intensifiers for them to embellish their paragraph !
Resources can be modified to add / remove / change the connectives and intensifiers.