Skip to main content

Latest additions to frenchteacher.net

Below are new resources I have posted in the last month. As exams in England and Wales approach you should find some really useful stuff which could help your students. 

 If there are any particular resources you would like me to work on, just ask. I can always say no. But I sometimes say yes.





Key Stage 3 (beginner to low intermediate)
  • A picture with various exercises to practise prepositions. Vocab provided, then true/false, gap-fill, questions and oral pair work memory task. Could be used with a weaker Y8 group. 
  • Perfect tense crossword - phrases to translate. Avoir and être verbs. 
  • A set of easy short texts about family. matching task, translation both ways, sentence writing and oral summary.
Key Stage 4 (intermediate)
  • A 15 page listening revision booklet. This is a selection of existing video and audio listening worksheets put together with answers as a handy booklet. All tasks link out to online audio or video recordings chosen for their relevance and level. Suitable for Higher Tier GCSE (intermediate level - all exam boards). This could be used in class for revision or just handed out for independent work.
Advanced
  • Video listening. Wage inequality between men and women in France. Gap-fill with answers given. Best done in class as there are subtitles available! Some good factual information for a world of work A-level sub-theme (Edexcel). Interesting in its own right though. 
  • Video listening. The Mémorial de Caen. 5 minute video from France4/YouTube with various exercises: spot exact statements from the recording, questions, find the French, true-false. Good for the heritage sub-theme with crossover to wartime France. Suitable for Y13 (year 2 of the A-level course). I've also placed this task on the Adult Student page. 
  • Video listening. This is a short TV report about the Elixir rock festival, the first ever French rock festival which began in Brittany in 1979 and stopped in 1985. The French Woodstock or Glasto! Questions in French and expressions to find. Answers provided. This might support the festivals, traditions, cultural heritage sub-themes of the various exam boards in England and Wales.
  • Video listening. What are strikes? A note-taking and summary task with good factual information for AO4 (AQA sub-theme).
  • Video listening. A short news report about the Musée de l'Homme opened in 2015 in Paris. Gap-fill sentences and a short passage for retranslation into French. Answers provided.
  • I have made significant changes to the AS/A-level vocab and oral booklets on the A-level page (England and Wales exams). I have almost completely altered the questions to take account of the new AO4 oral requirements (focus on cultural knowledge). The questions in my earlier versions from 2016 were too general. Thank you to a subscriber who pointed this out to me. 
  • There are now listening and reading revision booklets for AQA, Edexcel and Eduqas/WJEC. Each one is between 50 and 80 pages long and consists of a compendium of listening and reading exercises from frenchteacher. Answers provided (with occasional exceptions). These would be good to hand out as exams approach.


Comments

  1. Thank you so much for all your valuable information on this site. It is really appreciated. Could you advise if there will be any literary prose extracts for A level for the reading, listening, writing paper in the near future?

    ReplyDelete
    Replies
    1. Hi. That's a bit of a
      problem because of copyright, which also explains why exam boards usually use adapted extracts from old books. I'll give it some thought, though to be honest it doesn't make for great classroom material in my view. I'll have a look again at what the specimen material looks like.

      Delete
    2. On checking again I see that the specimen for AQA uses a literary review extract for the reading summary task only. Which board are you using?

      Delete
    3. it's AQA and it is a struggle to find resources for this part of the exam unfortunately.

      Delete
    4. I’d be tempted to use an extract or two from the book being taught for Paper 2. Kill two birds with one stone?

      Delete

Post a comment

Popular posts from this blog

Delayed dictation

What is “delayed dictation”?

Instead of getting students to transcribe immediately what you say, or what a partner says, you can enforce a 10 second delay so that students have to keep running over in their heads what they have heard. Some teachers have even used the delay time to try to distract students with music.

It’s an added challenge for students but has significant value, I think. It reminds me of a phenomenon in music called audiation. I use it frequently as a singer and I bet you do too.

Audiation is thought to be the foundation of musicianship. It takes place when we hear and comprehend music for which the sound is no longer or may never have been present. You can audiate when listening to music, performing from notation, playing “by ear,” improvising, composing, or notating music. When we have a song going round in our mind we are audiating. When we are deliberately learning a song we are audiating.

In our language teaching case, though, the earworm is a word, chunk of l…

Sentence Stealers with a twist

Sentence Stealers is a reading aloud game invented by Gianfranco Conti. I'll describe the game to you, then suggest an extension of it which goes a bit further than reading aloud. By the way, I shouldn't need to justify the usefulness of reading aloud, but just in case, we are talking here about matching sounds to spellings, practising listening, pronunciation and intonation and repeating/recycling high frequency language patterns.

This is how it works:

Display around 15 sentences on the board, preferably ones which show language patterns you have been working on recently or some time ago.Hand out four cards or slips of paper to each student.On each card students must secretly write a sentence from the displayed list.Students then circulate around the class, approaching their classmates and reading a sentence from the displayed list. If the other person has that sentence on one of their cards, they must hand over the card. The other person then does the same, choosing a sentenc…

Using sentence builder frames for GCSE speaking and writing preparation

Some teachers have cottoned on to the fact that sentence builders (aka substitution tables) are a very useful tool for helping students prepare for their GCSE speaking and writing tests. My own hunch is that would help for students of all levels of proficiency, but may be particularly helpful for those likely to get lower grades, say between 3-6. Much depends, of course, on how complex you make the table.

To remind you, here is a typical sentence builder, as found on the frenchteacher site. The topic is talking about where you live. A word of warning - formatting blogs in Blogger is a nightmare when you start with Word documents, so apologies for any issues. It might have taken me another 30 minutes just to sort out the html code underlying the original document.


Setting work for home study

A major challenge for language teachers just now is selecting and sharing work with students to do at home. Here a few suggestions on the issue to add to your own. The sites I mention are the tip of the iceberg and focus mainly on French. I have stuck to free resources, not subscription sites.

By the way, I'm not getting into the use of tech here, as I have no great expertise on that. In any case, I imagine for younger learners especially it may be a question of setting other types of work.

ADVANCED

For advanced learners the job is not so tough. There is a plethora of listening, reading and grammar material they can use, whether it be from their textbooks, other resources shared electronically or online resources. You may have your favourites, but for a selection for French you can check out my links here and here. You may want to stick with topics on the syllabus, or free up students to read and listen more generally to what interests them.

One idea I used was to ask students to c…

"Ask and move" task

This is a lesson plan using an idea from our book Breaking the Sound Barrier (Conti and Smith, 2019). It's a task-based lesson adapted from an idea from Paul Nation and Jonathan Newton. It is aimed at Y10-11 pupils aiming at Higher Tier GCSE, but is easily adaptable to other levels and languages, including A-level. This has been posted as a resource on frenchteacher.net.

This type of lesson plan excites me more than many, because if it runs well, you get a classroom of busy communication when you can step back, monitor and occasionally intervene as students get on with listening, speaking and writing.