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!
3 lessons of 50 min / 1 hour each
Lesson 1: activities to do with friends
Lesson 2: Revision of ER present tense conjugation with verbs from lesson 1
Lesson 3: What makes a good friend (revision of adjective and introduction /
practice of higher sentences).
Aimed at Yr10 Higher Sets.
3 lessons of 50 min/ 1 hour each covering what there is(n’t) in a city and directions.
Lesson 1: What there is and isn’t in your city (+ un/une/des or negative + de)
Lesson 2: Direction practice
Lesson 3: Grammar point: the imperative + speaking practice/game on directions.
Aimed at Yr10s Foundation/Bottom set.
3 lessons of 50 min / 1 hour covering information to have a conversation in a visitor information center.
Lesson 1: basic new vocabulary (open/close…) and writing out sentences using je voudrais/ j’aimerais etc…
Lesson 2: Asking questions (grammar point) and listening practice of conversations.
Lesson 3: Speaking practice based on ads (basis for this lesson found on TES).
Some of the slides have been found on TES from other users and have been adapted to this lesson.
Aimed at Yr10 Foundation/Bottom Sets.
3 lessons of 50 min/ 1 hour each covering what there is(n’t) in a city and directions.
Lesson 1: What there is and isn’t in your city (+ un/une/des or negative + de)
Lesson 2: Direction practice
Lesson 3: Grammar point: the imperative + speaking practice/game on directions.
Aimed at Yr10 Higher set.
This lesson covers the advantages and disadvantages, with before / after comparison.
3 lessons of 50 min / 1 hour:
Lesson 1: introduction of basic vocab and practicing it through increasingly challenging reading + Higher negative sentences
Lesson 2: What there is in the city (nightclubs, young people, unemployement…) + chunks of imperfect tense and first practice of “before it was ___ but now it is ___”.
Lesson 3: Further practice of Before / After
Aimed at Yr9s
Based on the Studio lesson “Une sortie” to make a practice lesson on the 3 tenses (present, perfect tense, near future).
4 lessons of 50 min / 1 hour each.
Lesson 1: Revision of text (perfect tense) seen in previous lessons on which the 3 tenses practice will be based.
Lesson 2: Analysis of the text rewritten in present tense and near future. Finding the differences (time markers, verbs…)
Lesson 3: Guided writing: (If not done already, write a sentence in the past tense). Rewrite your past tense sentence in the present tense and near future tense + how to improve your sentence.
Lesson 4: Practice of the 3 tenses then free writing.
Aimed at Yr10 Foundation / Bottom sets.
Lessons covering weather and activities in the simple future.
2 lessons of 50 min / 1 hour divided the following way:
Lesson 1: introduction of weather in the simple future (finding out which one goes with the present tense - prior knowledge of the weather). Practice through games and listening task.
Lesson 2: Full conjugation of simple future, practice of producing simple future with “je” and “on”.
Wall of connectives, each connective goes on a brick of a different size.
You can modify the bricks to add in your own connectives (other words or other language!)
Student use connectives to “build” their paragraph.
Check out the “hedge of intensifier”: intensifiers are what students used to make the paragraph that they have built pretty ! It is designed to go on top of the wall of connectives.
Hedge of Intensifiers, each intensifier goes on a brick of a different size.
You can modify the hedges to add in your own intensifiers (other words or other language!)
Student use connectives to make the paragraph that they have built pretty !
Check out the “Wall of connectives”: student use connectives to “build” their paragraph. Both resources are designed to be displayed together.
Wall of connectives, each connective goes on a brick of a different size.
You can modify the bricks to add in your own connectives (other words or other language!)
Student use connectives to “build” their paragraph.
Check out the “hedge of intensifiers”: intensifiers are what students used to make the paragraph that they have built pretty ! It is designed to go on top of the wall of connectives.
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.
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
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
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.
1 hour lesson designed for Yr11 classes, covering the topic of future plans.
Foundation covers sentences in the present tense + infinitive that have value of future (j’espère, je veux,…) and recaps on the simple future.
Higher, on top of that, covers the perfect infinitive (après avoir voyagé…) as well as the subjunctive (optional for the lesson).
Both lessons lead to a guided writing at the end, involving tenses and sequencers
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.
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.
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