D Day: a time to recall the events of WW2 and use French for real

 

I have prepared a resource which could be used in French lessons to accompany lessons about the second world war.

The resource is available as a document and PowerPoint. It aims to describe in simple French language

(1) the important dates of WWII from a French perspective

(2) the key points about the French resistance 

(3) the key points about D Day

It can be adapted to suit your purposes.  It includes a presentation, a worksheet and a quiz.

You can download the files directly from my Google Drive here.

Rationale:

FACTS

D Day celebrations give an opportunity to remind pupils of the timeline of events in the war.  They are likely to have learnt about the war from a British perspective, they will have access to much info on D Day itself at this period (programmes, articles etc) but they may not be familiar with the French perspective, including the notions of ‘collaboration’ and ‘resistance'. 

LANGUAGE

When visiting France (e.g. Battlefields trips, Normandy beaches) pupils are very likely to see text and pictures referring to WW2.  Reading authentic texts can be interesting and satisfying.  Even if words have not been encountered before, learner can ‘work out’ meanings drawing on what their existing knowledge events and language.

Activities to get pupils talking

I have just come across a document called 'Checklist of activities to get pupils talking' downloadable here on my Google Drive.  

I prepared it for a training session for student teachers.  There are loads and loads of ways to get pupils talking in a lesson, but this list may be of use to someone!

Thanks to the many teachers who have shared their ideas with me over my 4 decades of teaching.  Core books I have to had which will have informed some of these ideas are:

• Routledge Teaching Guide - A practical guide to teaching foreign languages in the secondary school
• Routledge - Learning to teach foreign languages in the secondary school
• CILT: Something to say? Vee Harris, James Burch, Barry Jones, Jane Darcy

I compiled this before acquiring the ALL publication 'It's good to talk' [link here]  and look forward to learning even more strategies.  You never ever stop learning.!

Checklist of activities to get pupils talking!

Most can be modelled by teacher  - whole class repetition – then led by pupils as ‘teacher clones’ in pair / group work. ‘Teacher clone effect!’

Ranked roughly in order of stage: predictable/supported -  Unpredictable/unsupported

Contents

1. READ ALOUD
2. INTERACTIVE READ ALOUD
3. COMPREHENSION
4. RANDOMISE
5. DISGUISE THE TEXT
6. MIME
7. CARD GAMES
8. PICTURE GAMES
9. SONG AND RAP
10. GAMES (non-card!)
11. INFORMATION GAP
12. OPEN DISCUSSIONS
13. GROUP CHALLENGES

Activity ‘name’ (helps to make memorable for pupils .. don’t need to explain every time!)	Notes
READ ALOUD	Full text Could be models dialogue, conversation, presentation, substitution table.
Choral repetition	Imitative – all involved but narrow
Choral performance	Read with different characteristics of performance: ‘Conduct’ / click  - get rhythm going (but insist only T clicks!) To the beat of  a metronome / drums / clicking Vary way it is said (volume, emotion,, speed)
Read aloud text	Variations: Teacher / pupils alternate Switch when you have had enough! Rewards for good performance Memorise
Reading auditions	As above in pairs With expression . body language. Facial expression
Puppet show	Read aloud as a puppet (create a theatre?!)
CTBG - Open pairs performance	Pair read in front of others.  Class gives feedback on appropriate criteria. ‘CTBG’ - catch them being good!
Memorisation	Memorise text gradually. Gradually hide words / letters Substitution tables gradually withdrawn
Against the clock	Time how long it takes to say the text x times
Recording studio	‘Final product’ encourages rehearsal
Act up!	Add own words to drama Emotional roles Resolving a dispute Planning a party Adding extra to the dialogue drawing on known – ideas,. Justifications With props – restaurant Add extra dimensions – emotions, problems
INTERACTIVE READ ALOUD
Hot Potato reading	Pupil reads and passes to another by saying their name when not expecting it
Closed pairs practice	Pairs practise to rehearse for performance.
Marathon	Read aloud until mistake spotted!
Pass the parcel	When music stop, pupil holding parcel reads the next bit
Musical pass the mobile phone	Pupil has back to class. Class pass the old phone while music playing. Music stops. Pupil with phone says next phrase (can disguise voice) . Pupil has to guess the person.
Human punctuation	Switch at punctuation mark
On the ball (for real!)	Teacher throw squeeze to pupils at random with text, they throw back with next section
On the ball	Teacher read – stop – challenge: next word?
COMPREHENSION
Q/A work – pointed questions	Pattern practice: Closed / alternatives / open Teacher / Pupil / Teaching Assistant / Native speakers NB  Guidance needed (can be daunting / demotivating if not done well – lamentable!)
True or false chanting	Repeat if true, silent if false
RANDOMISE
Reverse read aloud	Say word Pupil say sentence containing the word
Random reading	Read sentence at random. Stop. Pupils supply next sentence.
Hangman	Give letters
Audio Hangman	Talk about letters it begins with  / finishes with   It’s a phrase to say when you leave ..
DISGUISE THE TEXT
Beat the pen	Start to write the text  / hide – guess or ask to continue
Sound then rhythm	Sound first syllable and clap the rest. Pupils supply full sentence.
Closed mouth speaking (Mouth full speaking?)   Humming	Say with mouth closed and work out phrase form rhythm and intonation
Heads and tails	Display just the top / bottom
Topsy turvey	Display text upside down
Chinese whispers	Start each row with a phrase to be ‘passed along’ through whispering.  Winner raises hand and says aloud phrase correctly.
Translation challenge	Gradually reveal En/TL from fixed dialogue Live challenge with substitution tables
MIME	Mime words / sentences within the text
Sign language	Work out the phrase from the sign language
Lip reading	Mouth the word  / phrase – pupil says the word/phrase
Trace in the sky	Trace in the air the word  / phrase – pupil says the word/phrase
Trace on your back	Trace on back the word  / phrase – pupil says the word/phrase
Special envoy	One pupil sent out of class.  Class decide on phrase to be mimed. Pupil returns and has to guess.
Class knock-down	Teams take it in turn to send out fellow team member. Decide on who mimes what. Team member returns.  Each mimes. When they com in they are timed in guessing the mimes. Shortest time wins.
Make the teacher mime	Pupil says word / sentence. If correct,  T mimes.
Charades	T/P mimes. Class interprets. Class says phrase / word
Team charades	Two teams A and B compete to guess sentences mimed by volunteer from their team quicker than the other team. After each mime, volunteer selects person to guess. Scores point if correct.  Then  moves to next card.
CARD GAMES
Fill the gaps	In pairs – each has the info the other one needs.
Secret choice	Teacher guesses pupil’s secret choice all class knows choice) for one round (10?).  Pupil gets points for each incorrect guesses. Pupils take it in turns to guess Teacher’s secret choice. Same scoring. Winner = most points (i.e. most incorrect guesses from opponent).
Pelmanism	Uncover matching pairs  /groups of cards.
Ask/hide/find the card	Pupils request card and keep. When all distributed, pupils have to recall who had which card and request it.
Slow reveal	gradually reveal a card – first to say phrase.
Quick flash	Show card very quickly – can they say it?
Noughts and crosses	Translate / Give  the phrase represented in the square to gain the square (or it goes to other team)
Happy Families	Pupils guess who has which card and requests it in TL. Supply phrases to play game
PICTURE GAMES
Pictionary	Teams draw word / phrase to illustrate. Teams members guess within a time limit.
Taboo	Team member draws word / phrase to define in TL without using specific words. Team members guess word,
Generation game conveyor belt	Words shown as on a conveyor belt. Memorise words. Recall – point per item recalled.
Kim’s game	Show words. Then hide all Memorise words Recall – point per item recalled.
Through the keyhole	Guess 8 images Call out words seen (Can be done with paper an dcut out keyhole!)
Beat the blur?	Call out word before unblurred
SONG AND RAP
Singalong song	Memorable.  Could focus on one part (chorus?)
‘Pick up a song’ ‘On connaît la chanson’	Fade out – are they still in time when you come in again?
Raps	Could create their own
Chanting	Rhythmic chanting of elements
GAMES (non-card!)
Chain game	‘I went to market and I bought A’ ‘I went to market and I bought B and A’ ‘I went to market and I bought C and B and A
Bingo	Pupils create 3x3 grid filled with 9 of the 20 words / [phrases available. (Or teacher creates in adavcen).  Teacher ‘calls; for whole class. Then Pupil ‘calls’ for whole class. Then group games where one is caller.
Noughts and crosses	Translate / Give  the phrase represented in the square to gain the square (or it goes to other team)
Battleships	Plot location of ships (say, 10 within a grid of 8x8) Pupil uses phrases to target grid reference. If square has a ship, they win a point (or the number of points in the grid). Can be with or without support of text.
Trapdoor	Each pair makes random choice of 3 to complete each of say 5 phrases. Take it in turns to guess the other’s  choice.  If incorrect, play passes to opponent.
Mastermind	As trapdoor, but no phrases in between.
Give us a clue	Listening charades
20 questions game	Discover word / phrase by asking questions (animal, vegetable, mineral ? Yes/No only answers allowed.
Blockbusters	Select hexagon. Answer challenge aloud to claim the hexagon. Winner crosses the board before the other team.
Millionaire	Quizmaster: teacher or pupil. Pupil representing team answers. Can call on rest of team (ask th e audience) phone a friend (in team) or 50:50. Can be built into a big TV show!
Flippity randomiser translations	Make a sentence from the randomiser (roulette? Fruit machine?)
Scruples	Anticipate what someone would do … (High prep, but worth it!)
Monopoly	Play and interact in TL.
Scrabble	Play and interact in TL
Pictionary	Play and interact in TL
Logic games	Discuss reasoning for choices e.g. match apartment to family e.g. planning a party for fussy guests e.g. placing animals in a zoo
INFORMATION GAP	Partner A / Partner B given info the other needs.
Fill the gaps	In pairs – each has the info the other one needs.
OPEN DISCUSSIONS
Surveys	Carry out surveys for a graph / feedback.
Find someone who /..	Info hunt to fill in grid
Group Talk!	Prompt: several images to discuss / give opinions and justifications Train in key phrases to question / react / give opinion See slides and Greg Horton talk
Diamond ranking	Groups discuss relative importance etc of cards / statements and rank  in order of importance.
Celebrity interviews	Wear masks and ask / answer questions.
Picture mystery (guess who owns house etc.)	Ask questions to match owner with house.
GROUP CHALLENGES
Quest in a 3D world!	Explore a 3D world with partner school.
Escape Room games	Play with a group and discuss in TL!
Practical Projects	Make chatterbox game – then play! Design ideal house

Preparing for new GCSE: the motivating effect of comprehensive booklets.

I believe that a good start to any course is to make pupils feel confident that their teacher knows what lies  ahead, and I find that issuing booklets in different pale colours to be kept in a cardboard wallet kept in the classroom is a good start!  Of course it is important to have the resources available electronically as well, but personally I find that physical booklets make learning more memorable.  I can 'picture' where the language is.  And anyway, at the moment, pupils still have to put pen to paper for the final exam! 

Here's a list of what I issued in September 2016 for the 2018-2025 GCSE French AQA. [I made a few changes, so these are the updates issued in 2018 onwards]. 

I plan to  create similar resources for the 2026 onwards AQA and Edexcel French GCSE if needed.  

The links should take you to my Google drive where you can view and download them if you like..

I have removed links to resource which draw heavily on the published course book paid for by the school.

FOR PUPILS

Overall:

Ppt to introduce new GCSE [I think there might be a different one somewhere else.. this is from someone e else -  apologies that I cannot credit them.)

Student booklet: GCSE French summary

Vocabulary:

Vocabulary booklet

Criteria;

Foundation

Criteria: Foundation AQA 2016 [NB I have already done this for Edexcel 2024 + AQA 2024- see 9-12 here: https://helenmyers.blogspot.com/2023/06/gcse-fgs-2024-spec-comparison-latest.html

Higher: 

Criteria: Higher AQA 2016 [NB I have already done this for Edexcel 2024 + AQA 2024-  see 9-12 here: https://helenmyers.blogspot.com/2023/06/gcse-fgs-2024-spec-comparison-latest.html

Role Play
Role play booklet (higher)

Role Play guide: sample answers SAM 1

Role Play guide: sample answers SAM 2

Role Play foundation - I did one, but cannot find it

Photo card

Photo card essentials - foundation

Photo card description guidance booklet - higher

Conversation - NB - questions are all related exactly to the questions in the textbook so that they matched material covered.  They reference the page number in the book.

Foundation Guide

Speaking test answer booklet = Foundation

Speaking Test answers online - Foundation

Speaking Test Models - Foundation -  removed link as much of this is lifted straight from the course which the school has paid for, and I don't want to break copyright.

Higher Conversation guide

Speaking Test answer booklet - HIgher

Speaking Test answers online - Higher

Speaking test models - Higher -  removed link as much of this is lifted straight from the course which the school has paid for, and I don't want to break copyright.

Conversation models: Collection from Studio Higher French by theme order. [ I extracted transcripts of model conversations and made it into a booklet so that students has 'models'.] Link removed - copyright.

Structures

Answer booster collection (taken from the end of the Studio modules) Link removed - copyright.

FOR TEACHERS

Role Play Sample assessment 1 click through [F+H}

Role Play sample assessment 2 click through [F=H]

Photo card write on - foundation [SAM1 and SAM2]

Photo card : all picture cards click through

Resourcing the new French German and Spanish GCSE 2024

 This article can be downloaded here.

Recognising that there are many challenges facing schools currently especially around teacher recruitment and retention (see recent DfE Working Lives of Teachers and Leaders) and many other issues highlighted in the report, including the uncertainty around the finances for 24-25, making decisions around the planning for the introduction of the teaching of the new French German and Spanish GCSEs from September needs to take many factors into account.  These affect the teachers and need to be made in the context of the whole school and its priorities, and should involve discussion with teachers and senior leaders.

Although the new GCSEs are not as different from the existing ones as many originally feared, there are still key differences, especially affecting the delivery in KS4 and preparing for the exams.

Schools and teachers will have existing schemes of work and resources (including textbooks, physical and/or electronic) for KS3 and KS4.  Now that the specifications and sample assessment materials have been approved by Ofqual and published, and the exam boards are confirmed (AQA and Edexcel – Eduqas have withdrawn), teachers and schools are in a position to evaluate their existing provision and decide what needs to be done and when ready for September 24 (and ongoing).

What are the features to consider when looking at existing schemes of work and resources (including textbooks), and new versions and deciding on possible models?  Currently Oxford University Press have published a textbooks for AQA and Pearson have published textbooks with versions for both Edexcel and AQA.  

What are the financial implications?

What are implications for teacher workload?

What is the quality of resources available?

Element	Quality		Detail
Images	Appealing to learners		Attractive Not patronising Inclusive
Easy to use	Pupils and cover teachers able to follow		All instructions and questions in plain English Exercises clearly referenced Audio easily accessible Projection of text and exercises easy Can be used independently by pupils
Planned pedagogy	Teacher notes		Clear about sequence  and supplementary activities (e.g. games) Can be used by a cover / inexperienced teacher Includes answers which can be projected / shared
Subject content	Vocabulary		Consistent with specification Relevant to learners, with scope to individualise for learners’ own situation Clear layout for independent access and learning [e.g. substitution tables translated] Lay-out supports memorisation / recall Opportunities to practise independently (e.g. Quizlet / Kahoot / Textivate-type activities) Audio of individual words available
	Grammar		Consistent with specification Logical sequence Gradual build-up Inbuilt revision / recall Foundation / Higher Lay-out supports memorisation / recall
	Phonics		Useful reference Audio available
	Culture		Stimulate interest and desire to communicate / find out more / travel
Activities	Interesting / motivating for the learner		Activities are meaningful / authentic (rooted  in real life information gap situations / game scenario)
Sequence of teaching	Logical sequence		Demonstration of language (model) (listening + editable  transcript [to allow translation if not provided] / reading) Comprehension (no need to use new language to show comprehension) Reproduction / repetition – chance to use language with support Productive – opportunity to adapt language for own purposes’ Inbuilt revision / recall Allow for revisiting and applying full range of grammar to themes at the end of the course
Differentiation		Foundation	Supports for those with lower targets (e.g. 1-2)
		Higher	Opportunities for extension for those with higher targets (e.g. 8-9)
Preparation for assessment types		Listening + Reading	Questions in English Appropriate question types (m/c, open-ended) (more open-ended for Edexcel)
		Listening	Appropriate  speed Appropriate repetition + length (AQA: twice, shorter / Edexcel: three times, longer)
		Dictation	Appropriate repetition (Repeated three times (AQA and Edexcel) Chunked on second hearing (AQA) Appropriate mark scheme
		Speaking	Appropriate Read aloud coverage of phonics; Edexcel prep 1 minute, AQA self correct Appropriate Read aloud follow-up questions (AQA 4, Edexcel 2) Appropriate Role play (AQA social, Edexcel transactional) Appropriate photo card (AQA 2, Edexcel choice of 2) Appropriate prep for unprepared questions (AQA 4  after read aloud, Edexcel, 2 after read aloud, 2 + 1 guided after photocard ), Appropriate mark scheme
		Writing	F – photo 4 (AQA) / 5 (Edexcel) statements F – 40/50  word (5 BP AQA, 3 BP Edexcel) F/H – 80/90 word (3 BP AQA, 4 BP Edexcel) H: 130/150 word (2 BP AQA, 4 BP Edexcel) Grammar multichoice (AQA) Appropriate guidance to match criteria
		Translation into TL	5 sentences (AQA F+H, Edexcel F) / Paragraph (Edexcel H)