Transcription, powerpoint, activités et jeux sur le documentaire HOME de Luc Besson, Francois Henri Pinault et Yann Arthus Bertrand, sorti le 5 juin 2009 pour la Journée Internationale de l'Environnement

Comment créer un quatrième texte à partir de troix donnés? Exemples de textes en corrélation avec les trois textes sur l'eau de l &'IB Skills and Practice FRENCH B&';. Vocabulaire, visuels, récapitulations, suggestions.

20 expressions, proverb and references for each of the 5 topics of French B Paper 2 (Diversité culturelle, Coutumes et traditions, Santé, Loisirs, Sciences et Technologies) to help students with their penultimate revisions)

Une musique Les paroles L’air La mélodie Le message Les sentiments ressentir Le refrain Un couplet Le rythme célèbre connu Le tempo une mélodie entraînante une chanson douce Une voix La qualité gâcher énervant entêtant Un genre Un chanteur Une chanteuse Un auteur-compositeur-interprete vendre plus d'un million d&'exemplaire de disques La bande originale être en tête des palmares faire une tournée répéter témoigner de

Juniors French Intermediate A2 DELF describing feelings, talking about friendships, comparing people's qualities, understanding adjective agreement, watching my life as a zucchini IMYC challenge adaptability

Other than avoir and etre useful time indicators

Review of the Copenhagen conference and its ad minima agreement with questions and key vocabulary

mariage mixte racisme diversité culturelle ouverture d'esprit personage principal personage secondaire acteur jouer incarner

Useful as: 1. a starter in Year 12 when it comes to social relationships, 2. an introduction in Year 12 to the idea of creating a fourth text from three given for the French B IB written task.

la famille l'amour l&'amitié les conflits

Writing WAGOL for Cambridge IGCSE French Foreign Language Paper 4 May 2018 (Winter holidays / vacances d’hiver - La fête du sport/Sports fete - garder a forme/keeping in shape - perdre ses clefs/losing one’s keys)

Starter to consolidate J'ai mal à/au/aux, body parts, adverbs, present and passe compose. Useful for Lower School of first year of IGCSE French as part of the Area A/Sport, health and fitness section

Questions to get ready for the Paper 3 (Oral). Useful for SEN students with a breakdown of answers

Common basic mistakes to be avoided when completing a writing paper such as French B IB SL Paper 2

This is a set of 19 questions similar to the IB French B reading comprehension paper 2 using the editorial of a free Swiss Supermarket magazine on being good and grateful citizens in this time of Coronavirus pandemic.

This is a reflection sheet I give my students when I hand back to them a Paper 4 Writing IGCSE Cambridge so that they can particularly focus on Section 2 and stretch themselves further when it comes to verb ending and further linguistic features. I hope this is useful to your students too. It includes info about: Subordinate clauses, including car / parce que, qui and que (relative pronouns), ce qui and ce que. Indirect or reported speech (il a dit que, je pense que). Time clauses with quand, pendant que etc. and si (= if) Object pronouns (il m’a dit) and ‘strong’ pronouns (chez nous etc.) Conjunctions (other than et) and linking words (e.g. cependant, malheureusement, toutefois) +Prepositions – Time: depuis, pendant, pour, du« au« etc / – Place: en, dans etc. +Negatives +Adverbs +Adjectives, including possessives and demonstratives. Also comparatives and superlatives +Expressions of quantity and partitive articles, especially de after negative, use of du, de la, des +Appropriate use of politesse in the letter

These two resources are sentence builders for getting pupils to talk in French about their teachers, the objects they use in their pencil cases and classrooms, the rooms they use at school and in their boarding houses. I have solely focus on masculine singular and feminine singular. Pupils could therefore be encouraged to create their own sentence builder for plural nouns (les élèves de ma classe, les professeurs des Juniors, mes ciseaux, mes feutres, mes crayons de couleur, etc…) as a homework task.

In order to: *give further depth and gravitas to your SL students’ experience when it comes to Identity and above all Human Ingenuity and Experience (as well as enhancing their Conceptual understanding) *offer a novel that tackles most if not all the Global Context themes, I have created a set of questions for French B SL/HL students as well as French A (KS3) that will help you guide them towards challenging and rewarding debates about Education, Freedom and Confinement, Gender, Suffering, Warfare, Courage, Family, Hope. Some of the questions come from www.deborahellis.com and https://www.shmoop.com/the-breadwinner and I ​translated them into French - others are mine. I also have a term with of lessons on Parvana, so let me know if you want anymore :)

Vocabulary list and speech analysis for French B HL students with a good grasp of litterature. The six speeches from Greta Thunberg are readily available on the internet*, but I used the Rejoignez-nous booklet** as a work of litterature so the pages numbers within my documents refer to it. This proved really useful at revision work too I include three copies (one with all words translated, one with the French vocabulary only , one with the English vocabularly only) . *Vous pouvez aussi retrouver les mots de Geta Thunberg dans les discours prononcés lors des rassemblements suivants : -Marche pour le climat à Stockholm (8/9/2018) -à Bruxelles (6/10/2018) -à Helsinki (20/10/2018) -au Parliament Square de London pour la Déclaration de l’Extinction Rebellion (31/10/2018) -pour la conférence TedX (novembre 2018) -à La COP24 des Nations Unies (décembre 2018) -au meeting du collectif des ONG des jeunes de la COP24 à Katowice en présence du secrétaire général des Nations Unies (3/12/2018) -à Davos (25/01/2019) -sur Facebook (2/2/2019) **REJOIGNEZ-NOUS Greta Thunberg #grevepourleclimat Paru le 24 avril 2019 Témoignage (broché)en français Edité et traduit de l’anglais par Flore Vasseur

Vacances en France

Since my students are in various stages on confinement (from semi confinement to complete lock-down depending on their home countries) this resource is highlighting the importance of including Nature, one way or another, in their daily life. My lesson starts with watching an inspirational video. Then I pretend that my students have been employed by the marketing agency that came up with this video to translate its transcript for the French market with a scaffolding Kahoot activity (accessible to all for free). Follows on a set of questions (some similar to French B Standard Level Paper 2 whilst others are more advanced for Higher Level and near native students. Finally the lesson finishes with a choice of four tasks requiring my students to use the transcript translated in their own video, to create a brochure explaining in ten sections how Nature is positively affecting them through their confinement, listen to a story and come up with ten questions for their peers or to video themselves answering the question: Which book has had the biggest impact on your life.