Skip to main content

Latest additions to

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.
  • 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.


  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?

    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.

    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?

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

    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?


Post a Comment

Popular posts from this blog

The latest research on teaching vocabulary

I've been dipping into The Routledge Handbook of Instructed Second Language Acquisition (2017) edited by Loewen and Sato. This blog is a succinct summary of Chapter 16 by Beatriz González-Fernández and Norbert Schmitt on the topic of teaching vocabulary. I hope you find it useful.

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…

Dissecting a lesson: using a set of PowerPoint slides

I was prompted to write this just having produced for three separate PowerPoint presentations using the same set of 20 pictures (sports). A very good way for you to save time is to reuse the same resource in a number of different ways.

I chose 20 clear, simple, clear and copyright-free images from to produce three presentations on present tense (beginners), near future (post beginner) and perfect tense (post-beginner/low intermediate). Here is one of them:

Below is how I would have taught using this presentation - it won't be everyone's cup of tea, especially of you are not big on choral repetition and PPP (Presentation-Practice-Production), but I'll justify my choice in the plan at each stage. For some readers this will be standard practice.

1. Explain in English that you are going to teach the class how to talk about and understand people talking about sport. By the end of the lesson they will be able to say and understand 20 different sport…

Designing a plan to improve listening skills

Read many books and articles about listening and you’ll see it described as the forgotten skill. It certainly seems to be the one which causes anxiety for both teachers and students. The reasons are clear: you only get a very few chances to hear the material, exercises feel like tests and listening is, well, hard. Just think of the complex processes involved: segmenting the sound stream, knowing lots of words and phrases, using grammatical knowledge to make meaning, coping with a new sound system and more. Add to this the fact that in England they have recently decided to make listening tests harder (too hard) and many teachers are wondering what else they can do to help their classes.

For students to become good listeners takes lots of time and practice, so there are no quick fixes. However, I’m going to suggest, very concisely, what principles could be the basis of an overall plan of action. These could be the basis of a useful departmental discussion or day-to-day chats about meth…

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…

GCSE and IGCSE revision links 2018

It's coming up to that time of year again. In England and Wales. Here is a handy list of some good interactive revision links for this level. These links are also good for intermediate exams in Scotland, Ireland and other English-speaking countries. You could copy and paste this to print off for students.

Don't forget the GCSE revision material on of course! How could you?

As far as apps for students are concerned, I would suggest the Cramit one, Memrise and Learn French which is pretty good for vocabulary. For Android devices try the Learn French Vocabulary Free. For listening, you could suggest Coffee Break French from Radio Lingua Network (iTunes podcasts).

Listening (Foundation/Higher) (Foundation/Higher) (Foundation/Higher)