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!
This Bundle regroups a conversation booklet, an introduction to the Role Play (2 hour lesson) and an introduction to the Picture Card (4 hour lesson).
Both lessons include an introduction of the exam, a look at a RP/PC question, writing answers with teacher modelling and peer assessment. Both include a peer-assessment grid based from an interpretation of the Edexcel mark scheme (H/F).
The conversation booklet is based on 9 simple questions per theme, removing the barrier of understanding complex question, and focusing on how to develop and stretch answers.
Contains a detailed example (put against the markscheme) of a question about opinion, a present tense question, a past tense question and a future tense question per theme (translated and analysed).
Check out the FREE PREVIEW of Conversation booklet:
https://www.tes.com/teaching-resource/resource-12932275
Two lessons of 50 min / an hour each
Lesson 1: revision of question word + questions that will be used to prepare the Role play (from lesson On se retrouve où?)
Lesson 2: introduction of Speaking exam + what a Role play looks like + practice of a role play.
Edit: 12/02/2024
Lesson two now contains a peer-assessment grid, including pronunciation and flow (useful to train for the picture task and conversation).
All the theme 1 exercises in the following skills: Listening, Reading and Writing.
From Edexcel past papers from 2018 to 2023 (included).
Included: transcript and answers.
Included: in the note under the side, you will see the year of the paper (that way you can plan around the papers you are going to use for MOCKs).
Listening, Reading and Writing exercises from Edexcel past papers from 2018 to 2023 (included) sorted per theme.
Included: transcript and answers.
Included: in the note under the side, you will see the year of the paper (that way you can plan around the papers you are going to use for MOCKs).
Lesson aimed at a lower set of Yr11s and covering the problems that can happen on holidays (dirty hotel, lost items, broken limbs…) and what they had to do.
A four-hour lesson.
Lesson 1:
Practice of ER verbs at the first person singular in the perfect tense, present tense, near future, future.
Leads to mwb activity and a translation involving several tenses.
Lesson 2:
Introduction of various problem that happened during the holidays through reading (with reading / translation strategies).
Practice through listening / translation.
Lesson 3:
Practice of previously introduced sentences (j’ai perdu mon passport) in a translation (extension: writing) and listening.
Quick look into the imperfect tense to describe (c’était, il y avait…), then focus on vocabulary related to problems in a hotel (with recap of prior hotel vocab).
Lesson 4:
Vocab recap through translation game.
Leads to a guided writing that includes vocabulary and tenses of the whole lesson.
Leads to an open question writing.
4 lessons of 50 min / 1 hour each.
Lesson 1: revision of Passé composé of ER verbs (and mix with present tense) for the first person singular (je line).
Lesson 2: Revision of Avoir auxiliary to extend the conjugation + game to revise irregulars (j’ai lu / vu / cru, etc…).
Lesson 3: Study of a text known to the students (from Une sortie) to find the time markers and verbs.
Lesson 4: Writing task in the past tense (can be used in lessons later to re write in 3 tenses) with extension on how to improve the sentences (sequencers, intensifiers, time markers,…)
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 aimed to a lower set Yr10 group covering the vocabulary of holidays activities in the present tense, then in the perfect tense (including reflexive verbs).
A five-hour lesson:
Lesson 1:
Conjugation activities, conjugating ER verbs at the first person singular in the perfect tense, present tense, near future, future and conditional.
Leads to a mwb activity mixing tenses and a translation to French mixing tenses.
Lesson 2:
Focus on the twelve holidays activities, tasks supporting memory, leads up to a guided writing.
Lesson 3:
Focus on the beginning of the activities (mostly je vais / je fais / je me).
Other activities supporting memory.
Lesson 4:
Looking at particular past tenses (je suis allée /j’ai fait / je me suis…) and application to the holidays activities.
Practice of present tense and past tense through a listening (differentiation worksheets available).
Lesson 5:
Leads to a writing and a speaking practice.
Aimed at Yr11 Foundation sets covering jobs and how to say what you would like to be.
The activities are differentiated.
2 lessons of 1 hour each.
Lesson 1: Starts with conjugation of travailler in all tenses, with “je”, “on” and “ils” line. Then reading to cover the vocabulary of jobs and what each person does “policier - j’arrête les criminels”. Grammar: feminine and masculine of jobs.
Lesson 2: Starter contains past paper questions revising Theme 1. The lesson covers qualities for each job (travailleur/euse, courageux/euse) and the type of job (varied, manuel, with good prospects…) with a sentence builder and a writing/speaking activity. Reading activity introduces higher sentence starters (my dream job would be, I don’t know what to do when I’m older but,…).
Leads up to a writing.
Check up my other resources if you like this one !
Listening, Reading and Writing exercises from Edexcel past papers from 2018 to 2023 (included) sorted per theme.
Included: transcript and answers.
Included: in the note under the side, you will see the year of the paper (that way you can plan around the papers you are going to use for MOCKs).
Lesson aimed at a mixed ability group of Year 10s (mainly middle and higher attainers with some low attainers). It covers a writing frame and strategies to describe a picture, looks at the markscheme (original + simplified version) and ends on a peer assessed speaking activity.
Based on a past paper.
Included is a pack to print and give out to students with the writing frame and useful vocab.
A three to four hour lesson (heavily based on modeling and “I do, we do, you do” model).
Lesson 1:
Introduction of the picture description with a description to correct (using the vocab from the pack).
Based on the study of this model, students write their own description of another picture.
Lesson 2:
Study of the bullet points (translation + match the sentence that would answer each bullet points - with odd ones out).
Study of the original markscheme and introduction of a simplified one for the students to use.
Lesson 3:
Marking of the answers from the previous activity based on the simplified mark scheme.
Modeling (you can write your own using the thinking aloud technique then reveal the answers written already or go straight to the answers already written). Once the model for each question has been studied / discussed, only the sentence starters remain on the board.
Students write their own answer.
5 to 7 minutes to learn them in silence (could be done in a new lesson or as homework).
** Lesson 4:**
Students re write their answers on a new piece of paper (with or without sentence starters). They are allowed two questions per student, materialised by joker cards on their worksheet (you cross the card once they have asked you their question).
Presentation of the peer assessed activity (looking at a teacher picture card task and prompting).
Peer assessment using the simplified mark scheme.
Free preview available ! (Link at the end of the description).
Concept of the booklet:
The concept of this Conversation booklet is straightforward - Simple questions, Complex answers.
The aim of this speaking booklet is to enhance students’ results by removing (as much as possible) the first layer of difficulty when it comes to the conversation task: understanding the question.
To do this, the 9 questions per theme follow the pattern below:
Parle-moi de… present tense (x2)
Qu’est-ce que tu penses de… Opinion (x3)
____ dernier/dernière, … past tense (x2)
_____ prochain / prochaine,… future tense (x2)
Opinion questions: you can also ask them a closed question always starting with « tu aimes…? » and coach them to develop their answers.
Eg: « tu aimes le foot? » rather than «Qu’est-ce que tu penses du foot? »
The booklet also contains:
Presentation of the conversation task (what, timings, themes and topics)
Presentation of the top band markscheme for Higher and Foundation.
Language elements to meet each requirement of the markscheme.
One minute presentation: writing frame (designed by a colleague of mine) for Higher and Foundation + space to write.
5 themes that each includes:
–> A list of what is included in the theme
–> Model answers (WAGOLL), divided in “Grade 3”, “Grade 4/5”, “Grade 6+”, translated and with a paragraph explaining why it’s a good answer against the markscheme. This is being done for a question asking for present tense, for an opinion, for past tenses and for future tenses, for each theme (a total of 20 models analysed against the mark scheme).
–> 9 questions as detailed above
–> Elements to stretch their answers.
Click here for a free preview document
Lesson aimed for a set 2 Year 8 and differentiated for a set 5.
Objective: give your opinion about different music genres and justify it.
This lesson contains activities designed by a colleague that I have used and adapted in my lesson.
Lesson 1: Revision of basic opinion in Spanish + introduction of music genres in Spanish (activities from a colleague adapted)
Lesson 2: Practice of opinion + music genre in differentiated readings (mix of my resources and my colleague’s).
Lesson 3: Writing with a writing frame (differentiated, pushing set 2 a lot further) whilst listening to music (Spanish / French / English). (My resources, except Plenary).
Two lessons of over an hour each to see / revise listening and reading strategies. Vocab and exercises used from Theme 1 Family and relationships.
Lesson 1: Listening strategies, model + independent practice.
Lesson 2: Reading strategies, model + independent practice.
This lesson is aimed at a higher set of Yr7 students, introducing the different types of houses (with BAGS adjectives - the adjectives that comes before the noun in French), then looking at rooms in the house.
This lesson has been made with the New GCSE in mind (Edexcel).
The lesson contains differentiated worksheets.
This is a three hour lesson.
Lesson 1: use of a Sentence Builder to practice sentence structures but also to practice liaison and pronunciation. Study of BAGS adjectives and review of adjective agreements.
Lesson 2: looking at rooms in the house (with floors). SB to support independent practice. Study of a text around, first, the correct use of le/la/les then looking at the meaning through comprehension questions and replacing rooms on a drawing. Leads to a writing.
Lesson 3: recap of rooms. Didactisation of a video (FLE) of one teenager taking another friend on a tour of her flat. Prediction activities and comprehension questions to support completion and success in this activity.
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
Concept of the booklet:
The concept of this Conversation booklet (Edexcel) is straightforward - Simple questions, Complex answers.
The aim of this speaking booklet is to enhance students’ results by removing (as much as possible) the first layer of difficulty when it comes to the conversation task: understanding the question.
To do this, the 9 questions per theme follow the pattern below:
Parle-moi de… present tense (x2)
Qu’est-ce que tu penses de… Opinion (x3)
___ dernier/dernière, … past tense (x2)
_____ prochain / prochaine,… future tense (x2)
Opinion questions: you can also ask them a closed question always starting with « tu aimes…? » and coach them to develop their answers.
Eg: « tu aimes le foot? » rather than «Qu’est-ce que tu penses du foot? »
The booklet also contains:
Presentation of the conversation task (what, timings, themes and topics)
Presentation of the top band markscheme for Higher and Foundation.
Language elements to meet each requirement of the markscheme.
One minute presentation: writing frame (designed by a colleague of mine) for Higher and Foundation + space to write.
5 themes that each includes:
–> A list of what is included in the theme
–> Model answers (WAGOLL), divided in “Grade 3”, “Grade 4/5”, “Grade 6+”, translated and with a paragraph explaining why it’s a good answer against the markscheme. This is being done for a question asking for present tense, for an opinion, for past tenses and for future tenses, for each theme (a total of 20 models analysed against the mark scheme).
–> 9 questions as detailed above
–> Elements to stretch their answers.
Click here for full conversation booklet
A two hour lesson covering the vocabulary of part time jobs and chores, as well as earnings. Aimed at a higher set of Yr11s.
Lesson 1:
Starter: picture description (theme 4).
Language presentation: match up the French and the image (extension: conjugate each action in the perfect tense, then the imperfect tense).
Practice through a listening.
Authentic material used: survey from 2008 discussing which gender does the chores at home. Used in a reading (with frequency added).
Writing with sentences starters: is this still the case? Why (not)?
Lesson 2:
Starter: picture description (theme 4).
Past paper exercises on theme 4 (2 listening, 1 reading, 1 writing -28 mark- with writing frame).
Lesson covering what makes student “tick”, what subject matters to them (family, friends, studies, health…) as well as the grammar point ce qui vs ce que as a translation for “what”.
A two hour lesson.
Lesson 1: introduction of the vocabulary with an unjumbling exercise (translation to unjumble), followed by a study of possible justification of what matters through them with a sentence builder and finishing with a listening exercise.
Lesson 2: starts with how to manipulate the sentences “ce qui est important pour moi c’est…” and “ce qui m’inquiète c’est…”, using their own knowledge, by respectively changing the adjective and the verb. Follows on a “turn and talk” activity where students share their manipulated sentence with their partner then follow on with sharing their partner’s sentence to the class ("ce qui est important pour lui/elle…).
Follows a study of the grammar point ce qui vs ce que that leads to a complex translation into French.
