Skip to main content


I am always sharing my resources via links on Twitter.  I have now decided to store these centrally in some kind of organised fashion so that the resources are more readily available and accessible for everyone.  I hope you find these resources useful and let me know if you have any additions or changes that would make them better still.

La technologie speaking game - tabou
Le bénévolat: quelle valeur pour ceux qui sont aidés? Using AQA A Level Year 1 (Oxford) resources as a base. Activities such as paired gapped dictation and One pen, one die to focus on translation.

Yr11 (Some activities could equally be used with Yr12).
Les réseaux sociaux - technology translation activity
On a besoin d'associations - based on AQA French GCSE Higher (Oxford) chapter 6.1H. Focus on subjunctive
Mon mode de vie avant et maintenant - based on AQA French GCSE Higher (Oxford) chapter 6.2F
La pauvreté - based on AQA French GCSE Higher (Oxford) chapter 7.2H. Focus on subjunctive
Subjunctive Countdown  - game to practise the subjunctive with La pauvreté vocab.
AQA Sample Answer 90 word essay.  A resource to help students understand what makes a good essay and gives them an opportunity to grade the work themselves.  The exam board feedback is also included.
Que mange-t-on dans le monde Vocab Clé -  Sentence ordering and vocab activity designed to get students to improve the level of their written work by introducing key vocab.
Le règlement scolaire - powerpoint to go with AQA French GCSE Higher Text Book.  Focus on school rules and modal verbs.  Fun memory game too.

La fête pour tout le monde - a powerpoint with activities based around AQA French GCSE Higher (Oxford) chapter 4.2F.  Activities to build vocabulary before completing reading and listening activities.  Includes Tabou and One Dice One Pen (credit: Games for Teaching Primary French by Danièle Bourdais and Sue Finnie)
Les Réseaux Sociaux  - a powerpoint with activities based around AQA French GCSE Higher (Oxford) chapter 2.1F.  Activites to build vocabulary and confidence to use technology related vocabulary.  Includes a blockbuster speaking game.

Yr 7
L'école - school subjects, likes and dislikes.  Work on adjectives.  Powerpoint
Worksheet for the lesson on school subjects, likes and dislikes. 
Game on school subjects, likes and dislikes. 

Passé compose - connect four game.  In pairs, students take turns to complete a phrase using the verb on the square.  Phrases can be long or short - dependant on ability.  Change verbs to make it even more complicated and add negatives.
Passé composé verb game. Play in pairs or in threes with an adjudicator.
Après avoir/être & avant de + infinitive powerpoint
Après avoir/être & avant de + infinitive game  - Cut up the cards and place face down. Students take it in turn to turn over a card and create a sentence. You can play this also with Avant de + Infinitive. The cards at the bottom half of the page will allow students to choose their own verbs.
Subjunctive - I'm in the mood for the subjunctive.  This powerpoint introduces the subjunctive in gradual steps. It has one exercise that links to the AQA French GCSE Higher Text Book

Complex Structures Grid - Game for GCSE and above.  With instructions
Grammar Revision Grid - Game for GCSE and above.  With instructions.

Activities for all ages
Minimal planning reading/oral activity. Pairwork activity.

Popular posts from this blog

First steps with OneNote

In all my years of teaching I have always written to-do lists to help me keep organised and have had a lovely black academic diary that I have refilled each year.  However, over time I have relied increasingly on my outlook calendar for important dates and deadlines.  Last April, knowing that as a school we would be implementing Office 365 tools in the classroom in the near future, I saw that One Note would be a good place for me to start learning.  I could cut my teeth on my own Notebook and be ready to introduce Class Notebook in September.

I started using my notebook as a personal organiser in late May and by the end of June I had made my decision to give up my old ways of organising my busy working life.  As time has gone on I have become more adept at using the tool and have organised my Notebook accordingly.

Firstly some OneNote Notebook clarification:

A Notebook has sectionsWithin sections there are pagesPages can have sub-pages. In plain language, imagine that a Notebook is lik…

3 Core Principles to consider when using Tablets & Office 365

Technology must not cloud the pedagogical intent.Having made a start at explaining how I use Microsoft in Education in these three posts here (Learning to teach with Microsoft in Education, First steps with OneNote and Tags & Templates) I want to take a step back and outline my thinking behind using this technology in the first place. I am teaching at a school where a decision has been made to commit to using Microsoft Surface Pro and the suite of Office 365 tools and although this has meant learning about a new set of tools essentially I am in favour of the decision and all its implications.  In fact, use of technology to enhance what pupils are able to learn and achieve in the classroom very much fits in with my intrinsic teaching methods and my ideology.  I have posted on many occasions about technology use.  This post from last June clearly outlines how technology can have an impact on the different stages of teaching.  
As I embark on my second term with my Surface Pro and O…

Does education really need technology?

There may be many with a view on what makes for a good lesson.  Most would not argue with the ideas clearly expounded upon by Hattie and Yates (1) that a good lesson starts with an initial review of knowledge, moves on to a formal presentation, guided practice, initial feedback, independent practice and a follow-up review.  In terms of my own practice this is a model that I follow.  Not via any particular tools because I know that my target audience need variety and must not settle into any type of formulaic process.  Thus, I follow the steps but use different methods. Far be it for me to claim that this effective lesson cannot be achieved without technology.  Having started my teaching career over 20 years ago I know that it is possible to be an effective practitioner and deliver a lesson where progress is made using old-fashioned methods that may well have included some worksheets created on the trusty (rusty?) Banda machine.  Nor am I here to advocate that this process is more effe…