Skip to main content

Latest resources from frenchteacher


I've been pretty busy in the new year adding new resources to the site. I've reached the point now, I think, when I need to weed some older, less used resources to avoid the site becoming too unwieldy and difficult to search.

I am grateful to teachers and tutors who let me know if a link has gone dead, e.g. on my video listening worksheets. I also welcome fresh ideas or requests for particular resources. For example, one teacher recently asked if I could add more on the theme of the second world war, occupation and resistance in France. I have added a new text and exercises and a video listening task in response to that request.

So, in summary, here are the new resources I have added in January so far. As they include a range of texts and activities with the emphasis on comprehensible input and language manipulation, both oral and written.


A-level (advanced)
  • Video listening. This is linked to a video in the 1jour1question series and is about why General de Gaulle is considered a hero of the French Republic. A gap-fill has to be done and can be self-corrected from the transcription provided. The standard is quite easy in this case. This fits well with Edexcel and Eduqas sub-themes. There are now four resources on this general topic area on the site, two readings and two listenings. 
  • Video listening about solidarity from the excellent 1jour1actu. There is a gap-fill, vocab to complete and some oral discussion opportunity.
  • Video listening. The history and importance of the Cannes Film Festival - the video is from Le Monde via YouTube. Questions in English and answers provided. This relates well to A-level sub-themes and is interesting in general! This may be of interest to adult students too. Key stage 3 (low intermediate)
  • Text and exercises. This is about the occupation of France. there is a chunky text, vocabulary to complete, a gap-fill task, sentence completion, creative oral work and translation both ways. Partial answers are provided (i.e. where there are right and wrong answers). 
  • In addition teacher Paul Haywood has shared with me his set of worksheets for Un Secret by Grimbert. I have made these into a booklet which is freely available on the Samples page. Paul previously shared a set of worksheets on Au Revoir les Enfants, another prescribed A-level work.

GCSE (intermediate)

  • "Google Translate beaters". A set of eight easy parallel gapped translations which are very hard to do with Google Translate. Students have to complete translation both ways simultaneously. These are good puzzle-solving tasks which should improve translation skill while reinforcing vocabulary and grammar knowledge with high frequency language. 
  • Video listening. A new Peppa Pig video called Paper Aeroplanes - where Papa Pig once again makes a fool of himself. I have provided a vocab list, then students do gap-fill with options provided. Because of the quite high vocab load this would suit Higher Tier GCSE (intermediate).


Key Stage 3

"Guess the jobs" pair game. Along similar lines to 20 Questions but with questions provided and a point scoring system. Easy to scaffold and could be used from Y9-Y11. Rules and language provided. You could copy and paste into a PowerPoint. GCSE (intermediate)




Comments

Popular posts from this blog

Tell stories

Introduction

How can we make listening more enjoyable and effective for pupils? How can we turn it from a potential chore to something more memorable (and therefore more likely to stick in their long term memories)? I am of the opinion that since humans are "wired" to engage in personal listening and speaking (the expression "social brain" has been used in this context), they may be more interested and attentive when the message comes from a real person rather than a disembodied audio source. (This may or may not be relevant, but research has been carried out which demonstrates that babies pick up phonological patterns better when they listen to a caregiver rather than listen to a tape or watch a video - see here for summaries of research into this area by Patricia Kuhl.)

One easy way to make listening stimulating for pupils is to tell them easy stories in the target language. I was reminded of this while reading Penny Ur's book 100 Teaching Tips (reviewed here

New GCSE resources on frenchteacher

As well as writing resources for the new A-levels, I have in recent months been posting a good range of materials to support the new GCSEs. First exams are not until 2018, but here is what you can find on the site in addition to the many other resources (grammar exercises, texts, video listening etc).

I shall not produce vocabulary lists since the exam board specifications now offer these, with translations.

Foundation Tier 

AQA-style GCSE 2016 Role-plays
AQA-style GCSE 2016 Photo card conversations
AQA-style GCSE 2016 Photo card conversations (2)
100 translation sentences into French (with answers)
Reading exam
Reading exam (2)
How to write a good Foundation Tier essay (ppt)
How to write a good Foundation Tier essay (Word)

Higher Tier 

AQA-style GCSE 2016 Photo card conversations (Higher tier)
AQA-style GCSE 2016 Photo card conversations (Higher tier) (2)
20 translations into French (with answers)
Reading exam (Higher tier)
How to write a good Higher Tier essay (ppt)
How to write a…

What teachers are saying about The Language Teacher Toolkit

"The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence." (Ernesto Macaro, Oxford University Department of Education)

"I absolutely love this book based on research and full of activities..  The best manual I've read so far. One of our PDs from the Australian Board of Studies recommended your book as an excellent resource.  I look forward to the conference here in Sydney." Michela Pezzi, Teacher, Australia, Facebook)

"Finally, a book for World Language teachers that provides practical ideas and strategies that can actually be used in the classroom, rather than dry rhetoric and theory that does little to inspire creativity in ways that are engaging for both students and teachers alike." (USA teacher, Amazon review)

The Language Teacher Toolkit review

We were delighted to receive a review of The Language Teacher Toolkit from eminent applied linguist Ernesto Macaro from Oxford University. Macaro is a leader in the field of second language acquisition and applied linguistics. His main research interests are teacher-student interaction and language learning strategies pupils can use to improve their progress.

Here is Professor Macaro's review:
The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence. So for example the ‘methodological principles’ on page 11 are supported by the research they then refer to later in the book and this approach is very similar to the one that we (Ernesto Macaro, Suzanne Graham, Robert Woore) have adopted in our ‘consortium project’(http://pdcinmfl.com). The point i…

5 great zero preparation lesson ideas

When the pressure is on and there are only so many hours on the week, you need a repertoire of zero preparation go-to activities which promote input and/or practice. Here are five you might well find useful.

1. My weekend

We know that listening is the most important yet often neglected skill for language learning. It's also something some pupils find hard to do. To develop listening skill and provide tailored comprehensible input try this:

You tell the class you are going to recount what you did last weekend and that they have to make notes in English. The amount of detail you go into and the speed you go will depend on your class. Talk for about three minutes. If you spent the whole weekend marking, you can always make stuff up!

You then make some true or false (maybe not mentioned too) statements in the target language about what you said in your account. Class gives hands up (or no hands up) answers. This can then lead into a simple pair work task where pupils make up their own tru…