A longer text about a past school trip with a parallel gap-fill text to test pupils' comprehension of German text. This can be accessed in a variety of ways and serves as a useful model for Controlled Assessment Speaking and/or Writing preparation.

I use this comprehensive set of 37 questions with our Y13 pupils who studied Le Silence de la Mer as part of their preparation for the AQA FREN4 A2 speaking exams. In the summer exam series 2015, our centre attained a 100% A - C at A2.

A model text with three reading comprehension tasks about previous and current sporting activities/physical exercise habits with examples of perfect, imperfect, present and future tenses. The exercises include reading comprehension questions, a vocabulary finder and an adaptation task whereby pupils use language in the model text to create new ideas. Pupils can subsequently use the model text as inspiration for their own written piece.

A 619-word model A-level essay response to the question "Welche Aspekte der Arbeit des von Ihnen gewählten Regisseurs finden Sie besonders interessant? Erklären Sie warum." which can be used for preparation for either the legacy or new specification writing paper, given the fact that it is full of useful vocabulary, idioms and ideas. There are some tasks for pupils to work through, including identifying the point, evidence and analysis sections of the main body to highlight the need for clear structure, translating expressions in bold in essay into English, a comprehensive vocabulary list from essay which can be set as homework, and a Point-Evidence-Analysis grid for pupils to complete. At our centre, we encourage pupils to plan the essay in brief English phrases as it is much quicker than in the target language, and then carefully work ideas into the target language when completing the essay itself. The grid could be used in two ways, either by using the model essay as a reading comprehension and getting pupils to note PEE in English, or getting them to discuss and note down their own PEE plan. This could then be presented to class and constructive feedback given or it could lead to further discussion of ideas among peers.

Model 630-word answer to the AQA A-Level French Paper 2 writing question. Very useful as an exemplar following possible mock writing paper reviews using the 2018 series, or simply to dig into for good structures, language and verb-tense recognition tasks.

A self-made PowerPoint on adjectives and adjectival agreements. Includes regular and irregular adjectives, as well as various adjectival patterns and adjectives which change meaning depending on whether they come before and after the noun. Includes examples of each as well as exercises on certain slides. Slides also make a useful handout for pupils. The accompanying word document is a list of useful adjectives to describe personality which can be used as an extension to PowerPoint in getting pupils to agree adjectives to describe someone in their family or a friend.

A reading comprehension task and some Imperfect tense verb gap-fill/manipulation and translation tasks in a nice concise resource on previous and current hobbies. Pupils can be encouraged to adapt paragraphs to create their own.

A model response to the AQA AS GERM1 Essay Writing Question: "Das Kino ist tot. Ein Kinobesuch ist teuer, die Auswahl der Filme ist schlecht und ich hasse die Werbung vor den Filmen. Ich sitze lieber bequem auf dem Sofa und sehe mir DVDs an. Wie reagieren Sie auf diese Meinung?" This can be utilised in a variety of ways; I usually get pupils to look at this alongside an AS writing marks scheme, extract key ideas, generic essay expressions and to list grammatical structures used. It is also a useful model for pupils to adapt when writing their own!

A grammar/reading comprehension resource with five exercises for pupils to tackle, including adaptation, verb-tense identification and a sentence writing task contrasting previous and current eating and exercise habits.

Two PowerPoints and a summary crib sheet & translation task for Year 7 French on topics of sport and leisure activities.

A 31-slide PowerPoint which includes at least 3 lessons worth of materials and activities enabling pupils to build a greater knowledge of the general, social, cinematographic and biographical contexts of the film La Haine by Mathieu Kassovitz. Activities include timed gap-fill tasks, reading comprehension tasks, grammar tasks, speaking tasks, research-based 70-word reading summary tasks and translation tasks.

A self-made PowerPoint on Negative Constructions covering ne...pas, ne…guère, ne…jamais, ne…plus, ne…que, ne…personne and ne…rien. It includes examples and explanations of how each one works and has a translation exercise at the end to incorporate ideas presented in previous slides. The slides make a useful handout for students.

A self-penned AS model essay on the AQA essay question: « Le cinéma traditionnel est en voie de disparition à cause des DVD et le téléchargement en ligne. Grâce à Internet et aux DVD, il est de moins en moins nécessaire d’aller au cinéma pour voir un bon film» Les DVD et les films qu’on peut télécharger sur Internet, vont-ils remplacer le cinéma traditionnel ? Quel est l’avenir du cinéma ? Alongside it's use as a good model, pupils can also access this for key language, ideas, essay writing phrases.

A model response I wrote for my AS German group in response to the Jan 2012 AQA GERM1 Q12 writing question "Warum gibt es oft Konflikte zwischen den Generationen? Wie kann man solche Konflikte lösen?". I asked pupils to read this firstly and look up and annotate any unknown vocabulary, before ticking separate points which were relevant to either part of the essay title. This enabled pupils to see the number of points being made relevant to title. Then I asked them to look at the various grammatical structures I used and you may wish to go as far as getting the AS German grammar spec and ticking off what is covered in essay.

A PowerPoint and supporting Word document which will provide at least one lesson aimed at improving student's knowledge of the plot and order of events in La Haine, which is so often rusty even after viewing the film for the first few times. Tasks include matching summaries of key events to clips from the film, ordering events that take place in the film and writing a short summary against the clock to present verbally in pairs/to class. Key/tricky vocabulary in the summaries have also been highlighted, and pupils can be encouraged to use the context of what they have already understood and asked to build an understanding of these expressions.

36 questions on Le Silence de La Mer set out in 6 categories; Analysis & literary comparisons, characters, story & context, intentions of the author, personal reaction and themes in the form of a dice game. Pupils work in pairs and require a dice and a copy of the A2 speaking marks scheme along with this list of questions. Pupils take it in turn to roll the dice twice, once to determine the category and a second time to determine the question to answer. The other pupil uses the A2 mark scheme to rate their partner on a pre-determined aspect of the marks scheme (i.e. fluency, interaction, pronunciation) and awards a mark for each questions response. At the end of the task, pupils award each other an overall accuracy mark. This acts as a sort of tie-breaker! This task gets pupils talking and enables them to gain a better understanding of the marks scheme.

Two useful insert for pupils to keep at the back of their books and/or to laminate on A3 for pupils to use when responding to 40, 90, and 150-word GCSE writing tasks. The foundation sheet has key verbs in past, present and future, as well as some common connectives and time phrases. This can be used by pupils to create simple and accurate responses to 40- and 90-word writing tasks in conjunction cognates and near-cognates and foundation level topic-specific vocabulary. I have even used this for my able KS3 Y8 classes. The higher sheet is double-sided and alongside a wider range of categorised verbs in past, present, future and conditional, it also includes examples of generic complex structures which could be incorporated into written responses to 90- and 150-word tasks. Feedback from pupils has been wholly positive, and these have also been useful in encouraging greater verbal responses from pupils in speaking tasks.

I designed a lesson for my able Year 8 French group which could also be suited to GCSE students based around a past disasterous visit to a fictitious French restaurant. The lesson revolves around a differentiated reading comprehension task based on reviews of people’s experiences at La Bouffe restaurant. This culminates in students being asked to write their own restaurant reviews about a visit. Some may wish to use an online voice recorder, such as Vocaroo to record and submit their restaurant reviews.

Two useful insert for pupils to keep at the back of their books and/or to laminate on A3 for pupils to use when responding to 40, 90, and 150-word GCSE writing tasks. The foundation sheet has key verbs in past, present and near future, as well as some common connectives and time phrases. This can be used by pupils to create simple and accurate responses to 40- and 90-word writing tasks in conjunction cognates and near-cognates and foundation level topic-specific vocabulary. I have even used this for my able KS3 Y8 classes. The higher sheet is double-sided and alongside a wider range of categorised verbs in past, present, future, near future and conditional, it also includes examples of generic complex structures which could be incorporated into written responses to 90- and 150-word tasks. Feedback from pupils has been wholly positive, and these have also been useful in encouraging greater verbal responses from pupils in speaking tasks.

A 618-word response to Q8.2 in the AQA’s recently published November 2020 A-Level French Paper 2 resource based on the novel Kiffe kiffe demain. « Ce qui rend la vie supportable pour les personnages dans ce roman, c’est la qualité des rapports qui existent entre eux. » Dans quelle mesure êtes-vous d’accord avec ce jugement ? The essay contains 3 main paragraphs, as well as an intro and conclusion. Each paragraph contains a clear point linked to the title itself, as well as specific evidence and then developed evaluation. This model can be explored in a variety of ways to look at essay structure, in particular the weighting of point-evidence-evaluation within paragraphs, grammatical structures or vocabulary.