A 15-minute assembly designed for Yr9s to celebrate Languages for European Day of Languages (26th September), including Careers and Benefit of Languages. As my school is a church of England school, you will aslo find a reflection and a prayer at the end. You will find A first slide with an animation of 36 translation of “European Foreign Languages”, looping as the students come in. Stops when you go the next slide. Quick hand up quiz about number of countries / languages Raise awarness that languages gravitates around us and that we deal with more languages that we realised (mothertongue, fluent, learning, know words of, would like to learn, like the sound of…) Introduction of Language ID as a whole school Initiative Why EDL? Objectives of the day Careers in languages Introduction of MFL club with Secret agent Language handbook (from EDL resources website https://edl.ecml.at/) Benefits of a language (on the brain and salary - hand up quiz) Reflection and prayer.

Free preview available ! (Link at the end of the description). Concept of the booklet: The concept of this Conversation booklet is straightforward - Simple questions, Complex answers. The aim of this speaking booklet is to enhance students’ results by removing (as much as possible) the first layer of difficulty when it comes to the conversation task: understanding the question. To do this, the 9 questions per theme follow the pattern below: Parle-moi de…  present tense (x2) Qu’est-ce que tu penses de…  Opinion (x3) ____ dernier/dernière, …  past tense (x2) _____ prochain / prochaine,…  future tense (x2) Opinion questions: you can also ask them a closed question always starting with « tu aimes…? » and coach them to develop their answers. Eg: « tu aimes le foot? » rather than «Qu’est-ce que tu penses du foot? » The booklet also contains: Presentation of the conversation task (what, timings, themes and topics) Presentation of the top band markscheme for Higher and Foundation. Language elements to meet each requirement of the markscheme. One minute presentation: writing frame (designed by a colleague of mine) for Higher and Foundation + space to write. 5 themes that each includes: –> A list of what is included in the theme –> Model answers (WAGOLL), divided in “Grade 3”, “Grade 4/5”, “Grade 6+”, translated and with a paragraph explaining why it’s a good answer against the markscheme. This is being done for a question asking for present tense, for an opinion, for past tenses and for future tenses, for each theme (a total of 20 models analysed against the mark scheme). –> 9 questions as detailed above –> Elements to stretch their answers. Click here for a free preview document

Two lessons of 50 min / an hour each Lesson 1: revision of question word + questions that will be used to prepare the Role play (from lesson On se retrouve où?) Lesson 2: introduction of Speaking exam + what a Role play looks like + practice of a role play. Edit: 12/02/2024 Lesson two now contains a peer-assessment grid, including pronunciation and flow (useful to train for the picture task and conversation).

Aimed at Yr9s Based on La personne que j’admire + other TES resources that I have adapted. Three lessons of 50 min / 1 hour each. Lesson 1: Introduction and practice of sentence starters to talk about someone. Lesson 2: Revision of adjectives and adjectives agreement. Lesson 3: Study of texts about role models.

Risk assessment written to take 30 Yr10s students, via minibus, to a nearby restaurant where French food was being served by waiting staff who spoke French. Ideal for any trip to a restaurant, or any trip that involves a restaurant. RA includes: Road crossing points Public access to area Young group Inexperienced group (never been to the location before) Minibuses Allergies No first aid support on site

Lesson aimed at a higher set of Yr7s (and including differentiation both to adapt to different levels and to differentiate within the class), covering the vocabulary of cardinal points as well as geographical features (by the sea-side, in the countryside,…). Also includes 4 weather expressions as a stretch. Based on the new GCSE (Edexcel). A two-hour lesson. Lesson 1: Introduces “j’habite” as a basis, and stretches with “je voudrais habiter” as well as opinion + habiter. Language presentation through listening of the cardinal points. Follows another listening at sentence level with the cardinal points and a map of France with cities (differentiated activity depending on the level of the class). Speaking activity in pairs / groups: trapdoor. Lesson 2: Language presentation of geographical features (à la campagne, à la montagne, en ville,…). Practice through a reading. Further practice through a guided writing. Leads to a dictation with sentences grouping all the knowledge seen over the last two lessons.

Lettre au Père Noël Lesson aimed at a class of Year 9s, recapping the perfect tense, to write a letter to Father Christmas to say why you have been good this, what you did in school, at home, etc… With the website https://pere-noel.laposte.fr/ , students get to send their letter to La Poste to get an answer ! (Whilst I have taught this lesson, I have not received answers yet as it has been taught recently – dec 2023) 2 hour lesson. **Lesson 1 ** Recap and practice of the perfect tense. Study of a model of a letter. Lesson 2 Writing prep using vocab and verbs needed for the letter. Writing of the letter How to post it online to get a response Extra: send a drawing to a child in hopsital in France, with a note!

Listening, Reading and Writing exercises from Edexcel past papers from 2018 to 2023 (included) sorted per theme. Included: transcript and answers. Included: in the note under the side, you will see the year of the paper (that way you can plan around the papers you are going to use for MOCKs).

Listening, Reading and Writing exercises from Edexcel past papers from 2018 to 2023 (included) sorted per theme. Included: transcript and answers. Included: in the note under the side, you will see the year of the paper (that way you can plan around the papers you are going to use for MOCKs).

All the theme 1 exercises in the following skills: Listening, Reading and Writing. From Edexcel past papers from 2018 to 2023 (included). Included: transcript and answers. Included: in the note under the side, you will see the year of the paper (that way you can plan around the papers you are going to use for MOCKs).

Concept of the booklet: The concept of this Conversation booklet (Edexcel) is straightforward - Simple questions, Complex answers. The aim of this speaking booklet is to enhance students’ results by removing (as much as possible) the first layer of difficulty when it comes to the conversation task: understanding the question. To do this, the 9 questions per theme follow the pattern below: Parle-moi de… present tense (x2) Qu’est-ce que tu penses de… Opinion (x3) ___ dernier/dernière, … past tense (x2) _____ prochain / prochaine,… future tense (x2) Opinion questions: you can also ask them a closed question always starting with « tu aimes…? » and coach them to develop their answers. Eg: « tu aimes le foot? » rather than «Qu’est-ce que tu penses du foot? » The booklet also contains: Presentation of the conversation task (what, timings, themes and topics) Presentation of the top band markscheme for Higher and Foundation. Language elements to meet each requirement of the markscheme. One minute presentation: writing frame (designed by a colleague of mine) for Higher and Foundation + space to write. 5 themes that each includes: –> A list of what is included in the theme –> Model answers (WAGOLL), divided in “Grade 3”, “Grade 4/5”, “Grade 6+”, translated and with a paragraph explaining why it’s a good answer against the markscheme. This is being done for a question asking for present tense, for an opinion, for past tenses and for future tenses, for each theme (a total of 20 models analysed against the mark scheme). –> 9 questions as detailed above –> Elements to stretch their answers. Click here for full conversation booklet

Aimed at Yr11 Foundation sets covering jobs and how to say what you would like to be. The activities are differentiated. 2 lessons of 1 hour each. Lesson 1: Starts with conjugation of travailler in all tenses, with “je”, “on” and “ils” line. Then reading to cover the vocabulary of jobs and what each person does “policier - j’arrête les criminels”. Grammar: feminine and masculine of jobs. Lesson 2: Starter contains past paper questions revising Theme 1. The lesson covers qualities for each job (travailleur/euse, courageux/euse) and the type of job (varied, manuel, with good prospects…) with a sentence builder and a writing/speaking activity. Reading activity introduces higher sentence starters (my dream job would be, I don’t know what to do when I’m older but,…). Leads up to a writing. Check up my other resources if you like this one !

Lesson aimed at a mixed ability group of Year 10s (mainly middle and higher attainers with some low attainers). It covers a writing frame and strategies to describe a picture, looks at the markscheme (original + simplified version) and ends on a peer assessed speaking activity. Based on a past paper. Included is a pack to print and give out to students with the writing frame and useful vocab. A three to four hour lesson (heavily based on modeling and “I do, we do, you do” model). Lesson 1: Introduction of the picture description with a description to correct (using the vocab from the pack). Based on the study of this model, students write their own description of another picture. Lesson 2: Study of the bullet points (translation + match the sentence that would answer each bullet points - with odd ones out). Study of the original markscheme and introduction of a simplified one for the students to use. Lesson 3: Marking of the answers from the previous activity based on the simplified mark scheme. Modeling (you can write your own using the thinking aloud technique then reveal the answers written already or go straight to the answers already written). Once the model for each question has been studied / discussed, only the sentence starters remain on the board. Students write their own answer. 5 to 7 minutes to learn them in silence (could be done in a new lesson or as homework). ** Lesson 4:** Students re write their answers on a new piece of paper (with or without sentence starters). They are allowed two questions per student, materialised by joker cards on their worksheet (you cross the card once they have asked you their question). Presentation of the peer assessed activity (looking at a teacher picture card task and prompting). Peer assessment using the simplified mark scheme.

This lesson is aimed at a higher set of Yr7 students, introducing the different types of houses (with BAGS adjectives - the adjectives that comes before the noun in French), then looking at rooms in the house. This lesson has been made with the New GCSE in mind (Edexcel). The lesson contains differentiated worksheets. This is a three hour lesson. Lesson 1: use of a Sentence Builder to practice sentence structures but also to practice liaison and pronunciation. Study of BAGS adjectives and review of adjective agreements. Lesson 2: looking at rooms in the house (with floors). SB to support independent practice. Study of a text around, first, the correct use of le/la/les then looking at the meaning through comprehension questions and replacing rooms on a drawing. Leads to a writing. Lesson 3: recap of rooms. Didactisation of a video (FLE) of one teenager taking another friend on a tour of her flat. Prediction activities and comprehension questions to support completion and success in this activity.

3 lessons of 50 min/1 hour aimed at Yr9s. Lesson 1: Revision of family members Lesson 2: Physical description revision Lesson 3: Adjective revision (with adjective agreement).

Lesson aimed at a lower set of Yr11s and covering the problems that can happen on holidays (dirty hotel, lost items, broken limbs…) and what they had to do. A four-hour lesson. Lesson 1: Practice of ER verbs at the first person singular in the perfect tense, present tense, near future, future. Leads to mwb activity and a translation involving several tenses. Lesson 2: Introduction of various problem that happened during the holidays through reading (with reading / translation strategies). Practice through listening / translation. Lesson 3: Practice of previously introduced sentences (j’ai perdu mon passport) in a translation (extension: writing) and listening. Quick look into the imperfect tense to describe (c’était, il y avait…), then focus on vocabulary related to problems in a hotel (with recap of prior hotel vocab). Lesson 4: Vocab recap through translation game. Leads to a guided writing that includes vocabulary and tenses of the whole lesson. Leads to an open question writing.

Lesson aimed for a set 2 Year 8 and differentiated for a set 5. Objective: give your opinion about different music genres and justify it. This lesson contains activities designed by a colleague that I have used and adapted in my lesson. Lesson 1: Revision of basic opinion in Spanish + introduction of music genres in Spanish (activities from a colleague adapted) Lesson 2: Practice of opinion + music genre in differentiated readings (mix of my resources and my colleague’s). Lesson 3: Writing with a writing frame (differentiated, pushing set 2 a lot further) whilst listening to music (Spanish / French / English). (My resources, except Plenary).

A two hour lesson covering the vocabulary of part time jobs and chores, as well as earnings. Aimed at a higher set of Yr11s. Lesson 1: Starter: picture description (theme 4). Language presentation: match up the French and the image (extension: conjugate each action in the perfect tense, then the imperfect tense). Practice through a listening. Authentic material used: survey from 2008 discussing which gender does the chores at home. Used in a reading (with frequency added). Writing with sentences starters: is this still the case? Why (not)? Lesson 2: Starter: picture description (theme 4). Past paper exercises on theme 4 (2 listening, 1 reading, 1 writing -28 mark- with writing frame).

Aimed at Yr9s 3 lesson of 50 min / 1 hour each practicing vocabulary about getting along with family members and justifiying why. Leads up to a writing task. Lesson 1: revision / practice of expressions such as I get along well with, I quarrel with… Lesson 2: Reflexive ER verbs conjugation in the present tense + Revision of adjectives as justification of how well people get along Lesson 3: Translation exercise of a written model to lead to a writing task.