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Latest additions to frenchteacher

Here are the resources I have added to the site over the last month. As always if you have any requests for specific types of resources just let me know by commenting, messaging on Twitter or by emailing me via my website. I can always say no!

Intermediate level (GCSE)
  • A seven page mini-unit of work on school for Higher Tier GCSE. Various comprehension and translation exercises (adapted from a unit from The Language Teacher Toolkit TES shop). Lots of built-in recycling. based on the "narrow reading" concept (several texts reusing similar language). An answer key is provided. We have several similar units on TES.
  • A numbers lesson plan for intermediates (good Y9 to Y11). Based on the game show The Price is Right (Le Juste prix in France). All you need to add are about 10-12 slides of items for sale, e.g. from amazon.fr (without displaying their price). Aims: revising numbers and listening to them to develop quick recognition. This lesson would take around 40 minutes and provide lots of listening input.
  • Video listening. Another Peppa Pig to add to the collection. In this one dad once again makes a fool of himself (stereotype alert). It's called Les avions en papier. A vocab list is provided for help, then a gap-fill task with options given. Because of the relatively high vocab load here it would suit Higher Tier GCSE.

Advanced level
  • Video listening: racial discrimination in Brussels night clubs. Comprehension questions in French and sentences to translate using the recording. Yes, in the twenty-first century in Western Europe racial discrimination continues to thrive. Needless to say, this material supports the sub-themes of all the exam board A-levels, providing some useful background knowledge for AO4 (knowledge of culture).
  • Written texst on key events of the French Resistance in the Second World War. This is a set of short extracts followed by a choice of exercises which can be done orally or in writing. This is another good source of knowledge for the A-level exam (Edexcel and Eduqas/WJEC). 
  • Audio listening. This is an interview with a spokesperson for the Fondation Abbé-Pierre in which he answers questions from children about homelessness and poor housing in France and the role of the Fondation Abbé-Pierre. From the 1jour1actu online magazine. I have included various exercises including summary, translation and gap-fill. This could be used in the context of volunteering, poverty and homelessness.
  • 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. There is a gap-fill with transcription provided. The standard is quite easy. This fits well with Edexcel and Eduqas sub-themes. There are now five resources on this general topic area on the site, two readings and two listenings. 
  • Text and exercises about the occupation of France. Text, vocabulary to complete, gap-fill, sentence completion, creative oral work, translation both ways. Partial answers provided.

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The latest research on teaching vocabulary

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1.  Background

The authors begin by outlining the clear importance of vocabulary knowledge in language acquisition, stating that it's a key predictor of overall language proficiency (e.g. Alderson, 2007). Students often say that their lack of vocabulary is the main reason for their difficulty understanding and using the language (e.g. Nation, 2012). Historically vocabulary has been neglected when compared to grammar, notably in the grammar-translation and audio-lingual traditions as well as  communicative language teaching.

(My note: this is also true, to an extent, of the oral-situational approach which I was trained in where most vocabulary is learned incidentally as part of question-answer sequence…

A zero preparation fluency game

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You could use this at almost any level, even advanced level where the language could get a good deal more sophisticated.

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This is what one looks like. Remember to hand out both texts at the same time.


English 

_____. My name is David. _ __ 15 years old and I live in Ripon, a _____ ____ in the north of _______, near York. I have two _______ and one brother. My brother __ ______ David and my _______ are called Erika and Claire. We live in a _____ house in the centre of ____. In ___ house _____ …

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