Want to start a French reading program for your highschool classroom?

Bringing the joy of reading to your French classroom is reading easy and will provide so many long term benefits for your students. A reading program can take some time to 'get off the ground', so be patient. It takes time to see the results, to build a library of books and to get all of your students habitually involved. 

When I first introduced a reading program in my Year 8 classroom, there were mixed emotions. Some students loved to read and gravitated to the French books with ease. Others took more convincing and aid but once the expectation and habit was set, they joined in. 

Here are the hows, the whys, the whens and the whats to starting your own French reading program in your highschool classroom:

What are the benefits of increasing core literacy skills in a foreign language?

• Phonemic awareness - encourage your students to read aloud so that they can try to identify each sound in a word. Some students have trouble identifying the letters that aren't pronounced - those pesky 'silent' letters in French! You can provide them with a 'cheat sheet' which to use while reading aloud and they can use their thumb to cover the unpronounced sound in a word. 

• Vocabulary - insure that your students have access to many reading levels so that you or they can pick a book for which they already understand most of the vocabulary. This allows them to easily learn new words in context. Say to the kids, if you can understand 80-90% of the words when you flick through this book, choose that book to read! This is called comprehensible input. Stories allow words to be learned in context, this means that they may not need to access a dictionary to get the meaning (but also a teachable moment for dictionary practice!)

• Fluency - your students will be reading automatically, accurately and with appropriate tone when reading books in French. Such great habitual exposure to real language! This also accounts for punctuation. Have you also experienced young learners ditching punctuation when they learn French? "Madame, I didn't think I needed it?"! Reading with punctuation helps with this exposure. That in written language, we use punctuation to help with phrasing and meaning. 

• Comprehension - an incredibly important skill gleaned solely from reading! Not only do students read for meaning but they are forced to make inference from a text. Your students will reach a conclusion of meaning based on evidence and reasoning. Just another reason to choose a book with high comprehensible input. You could assess their comprehension through simple and repetitive questioning or just asking them to draw a picture.

'Learn French with Luc and Sophie' - top pick for beginner readers

How to implement a reading program?

• Extended time - make sure that you implement a reading program over a long time period so that your students get into the habit of reading. Otherwise, you aren't allowing them any time to improve their core literacy skills. Creating a habit of reading will also aid your students in reading lengthy texts as they get more sophisticated in their language skills. 

• Comprehensible input - ensure that you have many reading levels available to your students and encourage them to pick their own reader. As a teacher, you know your students best, so aid and teach them what it means to pick a reader at their level. Also, encourage them to move up a level as their comprehension growths.

• Investment - Invest in a book collection for your school! Bring your principal or library on board by explaining the benefits of a reading program in a foreign language. Not to mention how your French reading program will supplement the English reading program. You could also work with the English department to see if you could streamline the materials for your program, such as implementing similar book logs or vocabulary/comprehension workbooks (with a LOTE approach, of course).

• Audio - Overtime, you may wish to record yourself or someone reading the texts available at your school. This way, students can also listen to recordings while reading which increases their phonic skills. There are also many readers available to purchase with accompanying audio.

When can you ask your students to read?

• If you have a long or extended class, ask your students to partake in silent reading for 10-15 minutes.

• You may wish to include reading as a homework task and students can keep a reading log. Ensure they are completing timed reading to make sure that all your students feel that reading French is achievable. I ask students to read for a minimum of 15 mins/week in Years 7-8.

• One class per fortnight could be allocated to reading in the library (if you are lucky to have decent hours dedicated to your language program!)

Which books could I use for my reading program?

For my highschool students (levels A1-B1), here are the books that I have used and recommend:

Entry-level books

Learn French with Luc et Sophie - vibrant books with thematic content. The pictures are highly engaging and there is limited text on each page. These books will be very attractive to your reluctant or complete beginner readers. 

T'Choupi - although made for French children, these books won't contain the past simple and have young audience topics that your students will relate to. There are some books that have a 'histoire à deux voix' - there are the written words and the key vocabulary is illustrated. 

Multi-levelled sets

AIM readers - the AIM program was developed in Canada for second language learners of French and contains frequently-used vocabulary. You will also notice that key vocabulary is reused and recycled across the readers. Reading packs levels 1-3 will cover levels A1-A2, from early beginner with limited text to readers that resemble advanced children books with large chunks of text.

À Lire series - designed for high school and adult readers, this series contains easy-to-read books for foreign learners that look like real books. They also have lower level versions of popular French literature, such as Beauty and the Beast, The Little Prince and Arsene Lupin (for those Netflix viewers!). You will find levels A1 through B1.

Bilingual books

Stories with English translations are another great way to access literature, but ensure that the French is highly comprehensible for your student, otherwise the read will be overwhelming and unproductive. My favourite is Easy French Reader, but there are so many bilingual readers to choose from!

Be aware, that when you purchase books written for French native readers, they may contain the past simple. In my opinion, I would only introduce a student to a book with the past simple if they were learning to use the past simple themselves or if they were proficient enough readers that it would not be distracting. Otherwise, the read would detract from building on the skills previously mentioned. 

Have you implemented a reading program in your classroom? Which books do you love to recommend your students? Comment below!

French Film and TV for Students and Teachers - film list and top 5 favourite films!

Has it ever happened to you when you've asked a foreigner about how they learned their exceptional English, and they replied, "By watching lots of TV!" Watching shows in French, not only extends us linguistically, but also exposes us to other cultural habits and insights. 

I first started learning French in high school in the early millennium - the Golden Age of the DVD! I could sometimes find French films to rent at my local Blockbuster and at times, French films were screened at Palace Cinemas. I could also wake up early on a Saturday morning to watch the French news. Nowadays, we have a plethora of sources and mediums to watch French shows, and can now tell people that our excellent French is thanks to the hours dedicated to watching Omar Sy!

For your easy viewing pleasure, I have created a list of French shows available on many streaming platforms: ClickView (for schools), SBS On Demand (free login), Netflix and Stan (paid subscriptions). It is a six page document but not exhaustive! 

For teachers, create your own copy of the French Film List and adapt it to suit your student audience. For example, give your young students a copy of the G and PG rated films only. When parents ask how they can help their kids learn French, give them a full copy of the list so that they can watch French TV as a family unit.

Shows are added and adapted by each platform constantly, so you will see this list being modified often (at least twice a year). 

Here are my top 5 favourite French films from the list:

1. Pour les jeunes : Belle and Sebastian (PG)

It's hard to go past Belle et Sébastien. The story of the friendship between a young adopted boy and his wild, stray dog. Set in the picturesque village of Saint-Martin bordered by the French Alps, the year is 1943, and occupied by Nazi troops. Sébastien's "brother-in-law" secretly aids Jewish exiles flee to Switzerland. 

Within the beauty of the scenery and the boy/dog friendship lies the harsh reality of war, poverty and loneliness. It is a great film to show Australian children, as not all kids watch films with such dark and troubled moments - themes that are more common to French cinema. The film also highlights a child's view of World War II - a topic that is not introduced to Australian children, usually, until high school. It willfully exposes them to European geography and bilingualism.

2. Les enjeux sociaux : The African Doctor/Bienvenue à Marly-Gomont (M)

Based on a true story, this comedy-drama is co-written by musician Kamini based on his experiences when his doctor father moved his family from Zaire to a small, French, country village called Marly-Gomont in 1975.

The film shows the struggles of living in the Francophone world: racial stereotyping, the hope of a better future. As well as the problems of an aging and rural population. Two key areas to expose to students of French: the French Africa and rural France. The hilarious scenes are when the relatives arrive from Brussels, causing havoc and noise around the town.

3. La gastronomie : The Chef/Comme Un Chef (M)

Constantly approved and requested by my students, as it is tasteful in both humour and French food. Starring Jean Reno as a Michelin-starred restaurant owner, and food amateur, Michael Youn, the pair emit fun and laughter through the screen. 

A great film to screen for any food study unit, as it not only showcases the gastronomical culture of France but also demonstrates the importance and hierarchy of the food industry. 

4. Les stéréotypes : Welcome to the Sticks/Bienvenue Chez les Ch'tis (M)

A heartwarming story of a man's cultural expectations warped by new experiences showing that you can change your views at any age! Phillipe is from the chic and warm South of France and is transferred for his work at La Poste to the grey and seemingly 'uncultured' Bergues in the North. 

There have been both Italian and Dutch remakes of this film, highlighting the cultural stereotypes that exist within European cultures. Most Australian children will liken this phenomenon to the difference between the city and country, and strikes an interesting conversation about the entrenched French regional identity. 

Interesting fact: Bienvenue Chez les Ch'tis was the highest grossing French film of all time before the release of The Intouchables.

5. La téléréalité : The Parisian Agency (M)

Watching reality TV is not the most engrossing and stimulating topic, but these shows are an excellent way to pick up on common French language and slang. The language is also quite repetitive in this show, making it ideal for intermediate level learners (B2-B1).

The Kretz family own a real-estate business, concerning luxury properties, in which their four sons also work. The show takes you to many beautiful homes and their difficult clients, as well as focusing on the conversations within the family home. 

Don't forget to include the following films for your own viewing pleasure! 

The Intouchables (M), Roxane (PG), The Teacher (MA), Call My Agent (MA).

Which are your 'go-to' French films? 

French VCE Resource: Exam skills - Reading and Responding

Teaching VCE French over the last few years has been, in equal parts, exhausting and exhilarating. Us, teachers, have needed to interpret information released by VCAA in order to produce new or updated resources for our students. Tiring, as most of us feel the pressure to create up-to-date materials. Engaging, as we need to put our "thinking caps on" and get creative! 

I am lucky to have excellent colleagues with whom I can share my ideas and discuss our current VCAA understandings. Hence, why I have this blog!

Head to my website to download this Reading and Responding VCE French task, as a downloadable PDF file, following the style of Section 2 Part B in the VCAA LOTE exam (update November 2022). The new exam format requires students to transfer and manipulate information from the stimulus text in order to suit a new style of writing and text-type. Ideally, it requires higher order skills than the previous study design. The text-type will be different to the choices presented in Section 3. 

Front page of downloadable VCE French Reading and Responding resource

I have created this VCE Reading and Responding task for both Year 11 and 12 students - differentiate at your will! Included in the task is a student self-assessment, where although the SAC and exam would be marked holistically, the assessment tool gives students an idea of areas to improve. I ensure that my students are constantly setting short and long term personal goals for each LOTE skill area.

More VCE resources available for purchase on my website and Teachers Pay Teachers account. I hope they come in handy!

I would love to hear of your experiences with this area of the exam over the last few years. Write in the comment section below.

French Teacher Resource: Introducing a new unit with Google Sites

Remote learning entices the digital spirit, but just how do we modify our current pedagogy to suit this new context without 'reinventing the wheel'?

One of my favourite types of activity is setting up explorative rotating tables. Often to launch a new unit, I will place activities on different tables and students rotate between the activities to explore different elements of the unit. It's always a big hit! However, how can this be adapted to an online context?

Example of how 'explorative table rotations' might be setup

The other night, I decided to whip up a Google Site to begin my Year 12 unit on 'La vie culturelle'. To tantalise their learning, I created four topics which they explored and discussed in small groups. If you are also a fan of group work and topic exploration, then you may be interested in the following resource.  I am not selling this resource as the language is stolen from Wikepedia and other websites! 

Google Sites enables you to build websites quickly and with ease. You can embed YouTube clips, images and easy build in your resources from other Google platforms. It also looks beautiful!

Send me an email if you wish to have a copy to adapt for your own needs.

COVID, 'confinement' and community

There's nothing quite like a viral pandemic to put actions in to perspective. 

I first started this blog with the ambition to not only share my love of teaching French but to partake in a broad community of teachers. When I first started teaching, I felt that it was quite an isolating occupation. Although you get to meet and work with inspiring teachers in your school community, the sharing of resources and ideas can be particularly restrictive in a small LOTE department. Hence, I Love French Australia blog was born in order to feel connected to other intrepid French teachers out there. Why shouldn't we be working together as a connected community?

When our schools started closing for online delivery due to COVID infections in Melbourne (AUS), I was once again reassured by the tenacity of the online teaching community. Through Facebook, Instagram and other platforms, so many teachers were reaching out to each other, whether to graciously offer resources or just to share in a mutual unease and offer support. 

Like most 'essential' workers, I have been working seven-day weeks since the start of term 1 this year. I took on two VCE classes (which I love), which adds to the workload, but also, it must be recognised that teaching is more than just academic instruction. We get into teaching because we care immensely about the wellbeing and future of our students. I think that most of us teachers are always working to ensure that we do the very best for each individual - of course, this can be an exhausting endeavor even without the COVID context! My blogging hiatus as a consequence of this, so far, unprecedented year.

Exhaustion aside, the pandemic has put my purpose of blogging in to perspective. I started this blog to belong and support my community of dynamic French and language teachers who have supported me through COVID and always. We must stay connected and continue to embrace this fine community!

All my best to my colleagues out there! If you ever need to contact me in regards to resources or just some good banter, send me an email at ilovefrenchaustralia@gmail.com

Top 5 French Pop Songs for the Classroom 2019

When I was a teen, I learned so much language through music and loved trying to connect with new French music (through CD's back then - a bit harder!). Listening to the latest music trends in France is nevertheless a common request from our students these days. Nowadays, we can easily find music through YouTube, Spotify, social media... and our students are also great a finding music themselves. You can find my Youtube playlist for 2019 through this link.

Here are the top 5 songs loved by my advanced French classes (Year 10 +) this year:

Anglèle feat. Roméo Elvis - Tout Oublier (2018)

Hitting the charts with so many tunes, Angèle has become the ultra-pop French idol with her feminist views pushing the boundaries. My students loved the film clip with this song and bopped their shoulders along with the artists.

Clara Luciani - La Grenade (2018)

A song that continued to climb the charts in to 2019 with the incredible voice that is Clara Luciani. After seeing her at the 2019 So Frenchy So Chic in Melbourne, it's a talent that's hard not to share.

Louane - No (2018)

None other than the top teen French idol, my students love Louane! Once they're hooked to her songs, it's always a good idea to suggest Louane's beautiful starring role in the film 'The Belier Family' available on Netflix.

Christophe Maé - Les Gens (2019)

Released only a month ago, this song is packed with simple vocabulary and diverse adjectives - a must use! Did you know that Maé used to be pâtissier?

Joyce Jonathon - On (2018)

She's become a classic, Joyce Jonathon, having been around for over a decade (like the two artists above!). Another very simple song that's easy to sing along to.

What are your students listening to in the modern French pop scene? Please share!

5 best French food-related idiomatic expressions

Learning idiomatic expressions in a second language highlights many cultural insights! No surprises that in French there are many expressions with reference to food (miam!). Here are my 5 delicious favourites that I share with my students...

1. Arriver comme un cheveu sur la soupe
- quelqu'un ou quelquechose arrive au mauvais moment

This idiomatic image seems to be a favourite among students as it truly expresses the feeling of finding a hair in your soup! When you 'arrive as a hair in the soup', you have come at the worst possible time. You really don't feel wanted!

Quand je suis arrivé à la fête, tout le monde m'a regardé. J'avais l'impression d'avoir arriver comme un cheveu sur la soupe!


2. Les carottes sont cuites
- une situation sont espoir. Tout est perdu.

'The carrots are cooked' suggests a misfortune or a situation without hope. Being unable to turn back the clock.
FUN FACT: 'Les carottes sont cuites' was code during WWII on the London Radio to trigger operations in German-occupied territories.

Ami 1: J'ai reçu de mauvaises notes...
Amis 2: Fin, les carottes sont cuites!


3. En faire tout un fromage
- faire toute une affaire de quelquechose qui n'est pas très important.

'To make a whole cheese out of something' is to turn a nothing situation in to a big deal. I looooove cheese, so I always tell my students you can certainly have too much of a good thing!

Elève: Madame, elle a pris mon stylo!
Prof: N'en fait pas tout un fromage!


4. Rester planté comme un poireau
- l'action d'attendre longuement (immobile et sans bouger)

I always share this expression with my students as I find that many of my students don't know what a leek is! To 'stay put as a leek' is to wait a long time. If you are waiting days for something to happen or tapping your foot to meet someone, you might start smelling like an onion!

Personne 1: L'autobus va bientôt arriver?
Personne 2: J'espere que oui! Je reste planter comme un poireau ici, il y a 20 minutes!


5. Raconter des salades
- Dire des mensonges. Dire des choses qui ne sont pas vraies.

Who doesn't love to tell a few salads or 'tall tales'? (Especially as a teacher to my students...!) This is an expression particularly useful for the end-of-school (Year 12) certificate oral exam when a student is launching in to a good story. As in, '"Je ne vous raconte pas de salades quand je vous explique cette histoire si bizarre...", I'm not telling you fibs when I explain this strange story to you!


As I have only 'scratched the surface' on French idioms with food, write your favourites in the comment section below! 

French Teacher Resource: Immersion signs (alphabet and commands)

As a language teacher, I try hard to ensure that French is constantly used in a meaningful way for students to feel successful in their learning. This year, I am finally introducing language immersion in to my upper levels and have created some resources to aid in facilitation.

French themed alphabet wall in my French classroom

In my LOTE classroom, it is becoming more apparent to me that both deductive and inductive methods are necessary. That is, sometimes you need to use English as a medium to piece together grammar rules or to teach text-type features, and at other times, students can be forced to learn through the second language in full context. In particular, during worksheets activities, I have been setting a timer for 20-30 minutes and enforcing a 'French-only' rule. If a student 'slips up' and speaks in English to a friend, I tell their peers to instruct, "pas d'anglais...!" Students have found it to be a positive challenge, as a whole.

Classroom commands in easy view next to the whiteboard

Most importantly, I want my students to understand that communication is necessary in learning a language. Asking my students to speak French together highlights the need for meaningful conversation to learn French at school. It is not an easy task but I am persevering to ensure that this expectation is normalised in my classroom.

Therefore, to aid in my endeavour of ongoing language immersion, I have created the following printable Google Slide wall resources:
1. French alphabet - French/Parisian themed (great for secondary girls' school)
2. French alphabet - children's (basic) theme
3. Classroom commands and questions

Print them on card to stick on the wall or print them as small slides on A4 to give to students if you rotate between different rooms.

Do you use language immersion in your LOTE classroom? How do you facilitate immersion in a non-immersion school?

French Teacher Resource: Whodunnit?, 'Qui l'a fait?', adjectives game

Resources are most effective when students have the opportunity to create, use and share their own work. This is the kind of resource that covers all that, and my students have loved it over and over!

To enrich the learning of adjectives and adjective agreements, students engage in a good game of 'Whodunnit' or 'Qui l'a fait?'!

The Whodunnit game is organised in 3 parts:
1. Students complete a suspect profile
2. The class plays a Whodunnit game
3. Individual feedback collected by students

The whole activity covers 2 lessons, as you will need to collect the criminal profiles to create the Whodunnit game for the following class.

Students listing details from each 'recherché' profile hung around the classroom.

1. The suspect profiles

To practise physical and personality descriptions, get the students to draw a criminal and give a description. Depending on the level of the class, you can organise the profiles in different levels based on what you wish to test for. 

For my Year 8's, I would provide space for dot-points against different categories, e.g. hair, eyes, personality. For Year 10's, I would ask students to write a paragraph describing their criminal. 

You can access some examples here:

Year 8 level profile worksheets

Year 10 level profile worksheet

Collect the profiles from students at the end of class. Provide written feedback to students on the profiles, and decide on the "criminals" for the game. For a class of 25-30 students, choose about 5-6 student profiles as the criminals. Make sure the descriptions are varied and creative or targeted to vocab you want students to focus on. You will use these descriptions to create the 'dossier de police', the police suspect file, which you will give students to complete the game and work out the criminals during game play.

     2. 'Qui l'a fait?' game setup and play

Hang each profile on the walls. Begin the lesson by playing the 'Pink Panther' tune as students are walking in to the class - creates the investigator tone!

Go through the game instructions with students, either in French or English depending on how immersive your lessons are. The instructions for students are:

- You are a private detective (individual work) / Tu es detective privé (travail individu)

- Write down the details found on each profile (be precise) / Écrire les détails de chaque profil (sois précis)

- Once the details sheet is filled, collect the police witness file from your teacher / Quand la feuille de détails est remplie, prendre le dossier de police de ton prof

- Use the clues/statements to find out the criminals / Utiliser les indices pour trouver les criminels

- When you have the criminal names, go see your teacher! / Quand tu as les noms des criminels, aller voir ton prof!

Here is an example of the details sheet and police witness file. Change the detail boxes and descriptions based on the level of your students.

      3. Student feedback

At the end of the game, ensure that students collect their original profiles to ensure they receive individual feedback. You will also need to create an extension task for those students who complete the game quickly! Some students love these types of game a lot, and they are not always your top performing students. There is also lots of laughs and chatter as students ask each other questions about the profiles.

Have you tried this Whodunnit game? Let me know how it goes in the comment section!

French Teacher Resource: Try Flipping your French classroom

Since beginning my adventure in Flipped Classroom tools this year, I have had many teachers reach out and engage in great discussions or ask questions. You don't have to be a 'tech whizz' to enjoy Flipped Learning, you just have to be someone who is interested in creating engaging and practical resources to suit 21st century pedagogy. Just using one method, such as Flipped Learning, is never the answer to increased student motivation or the ticket to language fluency, but it is one 'super' method in the teacher toolbox.

Flip your dial, too!

Not sure what a Flipped Classroom is? First read my blog on the 'Flipped French Classroom'.

As myself and my students have thoroughly enjoyed using Flipped Learning this year, I thought I would share with you some basic resources that you can adapt and apply to your classroom. There are many ways to 'flip a classroom', but I will share with you here a simple way to 'flip' grammar teaching to get you started:

Step 1. I DO.

You never start telling a story from the middle, you first need to 'set the scene'. The same works for a Flipped Classroom. You first use some classroom time to brainstorm, interview, survey or chat with your students about the content you will be giving them as a Flipped task.

Just like a good story, the opening scene also creates the intrigue for a Flipped task. For example, the following resources are on conjugating for the imperfect tense in French. In class, we first brainstormed the differences between English past tenses and we played a game where they had to guess the correct imperfect conjugation with its subject pronoun - they can easily work it out based on prior knowledge of tenses!

Step 2. YOU DO.

The students are then required to watch a grammar content video for homework. There are a few things I've learned since starting. (A) students need to feel accountable for their work, which is why I have embedded the homework in to a Google Form. This way, their homework is time stamped. Also, (b) I am able to collect ongoing data on student content comprehension. You would think that questions directly relating to a video would be super simple for students, however, this is not always the case. Sometimes I get data that shows 100% student comprehension of the video content. Other times, I have a low to high distribution. I can then use this data to set out my classroom for scaffolded activities.

Take a look at this Google Form on the imperfect tense in French - conjugation, for student homework (make a copy to edit).

Step 3. WE DO.

Homework done? It's now time to set up some scaffolded activities based on the content from the homework. A simple way is to create 2-4 levels that students can work through - a visible progression pathway. I will usually determine the amount of levels based on how students have demonstrated understanding on the videos.

Here are a few situations you may run in to:

1. All students have achieved 80%+ content comprehension
When this occurs, this is a good opportunity for student reflection. Ask students to level themselves by asking different reflective questions. For example, start at level 1 if you feel you have grasped the basic concepts, but start at level 2 if you want to dive in to a challenge!

2. You have a broad range of student content comprehension
When students walk in to the classroom, the data distribution allows me to seat them at different levels. That get used to it really quickly, and realise that they don't have to be at the same level every week. It really depends on the week and how much effort they have put in at home.

3. Some students haven't completed the homework
Ne vous inquiétez pas! There is always going to be a time when a student hasn't completed homework - with or without a Flipped homework task. The great thing about a Flipped Classroom, is you can ask that student to first watch the video and take notes prior to starting the Flipped classroom exercises. If it occurs on a regular, ongoing basis... well, there is something else going on. It's not your teaching.

Setting up the classroom:

I love group tables for a Flipped Classroom, as there is no longer need for a front board. Sometimes I create levelled group tables. Sometimes I mix up the student cohort. But, in the end, it benefits the students if your planning is regular and consistent. What I love watching now is my students engage in peer tutoring, without me even asking. If they know that someone is a few levels above them, they will start to ask those students for help.

I have also started placing mini whiteboard and whiteboard markers on the tables. This enables me to have localised discussions with students and provide examples. Students can also use them with each other. I don't do this for my younger students, I carry around my own mini whiteboard (merci!).

Here are 3 scaffolded tasks to get you started, in response to the homework on the imperfect tense. I generally use the Bloom's Taxonomy to help design my scaffolded activities, as it helps to define the task with a verb:

Level 1 - L'imparfait (La forme)
Level 2 - L'imparfait (La forme)
Level 3 - L'imparfait (La forme)

• Provide a high ceiling for the final level by adding links to websites.
• It's important to ensure that the content is the same across the scaffolded levels. The levels are to enable differentiation based on ability so that all students can access the curriculum.

Extra step. Summative assessment.

At the end of the week, you may wish to create a summative assessment to gage how your students are performing.

I sometimes create 'old school' paper vocabulary quizzes or grammar quizzes. I also use Google Form quizzes, however, as you can provide automatic inbuilt feedback for students. You can also change the parameters to enable students to complete the quiz until they reach 100%.

Here is a Google Form summative assessment quiz for the imperfect tense.

A few extras notes.

1. Absences - A Flipped Classroom has worked so well in my classes as students are often absent. Family holidays, sports, excursions... the list goes on. This way, I can ensure that all students have access to the content in their own time. They now understand that the Flipped homework is a minimum requirement and benefits their learning.

2. Revision - it is nearly exam time! Many of my students go back and watch the videos to revise. As they've completed the video as homework, they know where the access the videos.

3. Teacher motivation - you need to encourage 'buy-in' from your students. They won't be motivated to try a Flipped Classroom unless the motivation starts with you!

Can't open the links above? Send an email to ilovefrenchaustralia@gmail.com and I will email you a copy, or simply request access from the link.

Also, post your comments and questions below!

French obsessions: European Crime Dramas

Watching films and series in my second language has always been my non-guilt formula to watching T.V. I'm happy to say, therefore, that my recent T.V. productiveness has been at an all time high.

My current addiction lies in European Crime Drama. Not only are the stories captivating, but they are also linguistically interesting with a mixture of European languages.

To get you in the 'spirit', here is a list of some engaging shows currently available through SBS On Demand:

The Missing 

Crime Drama - English, French, German
2 seasons

Each series follows a separate case. Season 1 follows the story of a 5-year old English boy who goes missing in a small French town. It showcases the torment of the parents and the community as they desperately try to unravel the mystery over 8 years.

Noxe

Crime Drama - French
1 season

A cop goes missing in the sewers of Paris, which uncovers some dark and troubling secrets. With the amazing Nathalie Baye.

The Bureau

Drama - French
3 seasons

I found this series a little dry, however the cases are still fascinating and great on a language-level as there is a lot of dialogue. The stories are based on accounts from former French spies.

The Returned

Thriller - French
2 seasons

A small French town is haunted by the return of people killed in bloody murders seven years prior.

Beyond the Walls

Thriller - French
1 season

A series that keeps you on edge as the protagonist explores the spooky history of the uninhabited house at the end of the street. Strange things happen...

Just One Look

Crime Drama - French
1 season

Next one of the list to watch... A woman goes on the hunt for her missing husband.

Also, look out for two extra series that have recently expired through SBS On Demand:

The Disappearance

Crime Drama - French
1 season

The story unravels the days following the disappearance of a teenage girl in Lyon. Beautifully produced.

The Tunnel

Crime Drama - English, French
3 seasons

Adapted from the Nordic series, The Bridge, a body is found in the tunnel under La Manche (The Channel) split between the border of England and France. Police on both sides must work together to solve the crimes.

Don't have an SBS On Demand account? Sign-up and get watching, now!

Flipped French Classroom: Vlog-style and accountability

A few weeks in to term 3, and the Flipped Classroom in Year 9 French is underway. Here are some changes that I have implemented this term:

(1) Vlog-style videos
At the end of last term, I surveyed my students about Flipped classroom outcomes and the videos I was creating. Best not to take anything personally in teaching, as across the board, my students wrote, "Madame, your videos are way too long!"
Alors... I've taken on the constructive criticism and trialled a new style. I've tried to make the videos more professional, and purchased a new microphone for my camera. Take a look at the new vlog-style video below:

Flipped grammar video for homework study on current content

I am sure you would agree that the next step would be to get a better backdrop for the example sections. I have improved in delivering more succinct content and keeping the video short. So far, the students are enjoying this style of content presentation. They are even pronouncing the word 'l'imparfait' beautifully from imitating my voice in the video!

(2) Accountability
The opportunity for student reflection was lacking from my videos last term. To account for this, I am now embedding the video in to a Google Form where students answer questions based on the content in the video:

Flipped Google form for content reflection

An added benefit to the Google Form reflection is that (a) the submission is time stamped allowing me to track when students complete their homework, and (b) I can offer feedback in real-time by reviewing students results and providing comments.

Let me know what you think of this current Flipped pedagogy. Any tips, tricks or ideas, let me know!

Flipped French Classroom: What I have done and what I have learned

Flipping my classroom has been flippin' fantastic.

In today's educational setting of student-centred learning, integrating the flipped learning concept into my classroom has given me such an appreciation of what it means for all of my students to have access to the curriculum.

For those who are unsure of the term, 'flipped learning' or the 'flipped classroom' turns traditional content learning on its head, by getting students to access the content out of the classroom (generally through videos at home) and completing exercises and tasks in the classroom. Ideally, this means that all students can complete their homework by themselves, and can bring in questions to ask the teacher. When the students come to class, they can complete tasks, projects and exercises with the aid of the teacher and their peers.

So, I had a Year 9 French class whom I thought would be the perfect guinea pigs for flipped learning...

Madame, are you Youtube famous? The kids started to cotton on that I have a Youtube channel which I use distribute the videos for homework, and although 'no', I am not Youtube famous, it has been an easy platform to upload my videos and easy access for all students at my school. You can also create playlists for your videos so that students can watch beyond the set video.

I would set the homework to be completed over a one week period. Year 9's, especially at our school, have a ton of commitments! I asked them to watch the grammar video and take detailed notes in the course of a week. It is never my intention to 'dumb down' the work, but to ensure that they are coached on how to prioritise and schedule their work to be done. I have had some great conversations with my Year 9's on using their calendars and organising their schedules to get their work done.

At the start of each week for 1 period, my students would come in to the classroom and sit at a levelled table:

Classroom instructions for flipped learning

Madame, how did I go? Can you work this out with me? Questions and on task conversations were flying around the classroom. Students had their devices open and were completing levelled activities using editable Google Slides. Once an activity was complete, they submitted their work and moved up to the next level. Their enthusiasm was inspiring!

This enthusiasm continued over the course of the term. Yes - some students came into class not having watched the video. They watched the video in class. Yes - some students were tired and confused on the content. They asked other students for help or asked questions in class. Yes - some students were so advanced that I had to form creative tasks for them prior to class or on the fly. Awesome.
The one common thread was that ALL students could access and interact with the content at their own level.

So what have I learned from this initial flipped learning experience?
1) That students do want more guidance. This term, I will still use the flipped learning for grammar with my Year 9's, however I am going to trial embedding the video in to a Google Form and writing some reflection questions for the students to answer. I will then also know who has completed the homework and when.

2) I asked my students to complete a survey, and be brutally honest... there was a unanimous vote that my videos were WAY too long! It is good to understand what kind of media students are familiar with in this day and age. Vlogging, memes, vines... these are all new methods of communication. A 15-20 minute lecture just doesn't cut it anymore. My plan is to make 5 minute videos with more oral content over the holidays, and we'll see how that goes!

3) Flipped learning has awarded me more time to focus on the communicative classroom. By getting the passive content off the board, I can spend more time in class using French by talking and interacting with my students. I plan to spend at least one period a week solely on communicative tasks with my Year 9's. I mean, we learn a language to hopefully be able to speak it one day, yeah?

4) It has opened great conversations with my colleagues from different departments. So many teachers have come up to me and told me great ways of how they might do something similar for science, maths... It is stimulating for us teachers to try new methods, too.

Are you implementing flipped learning or have thought about doing it? Please comment below and let me know your thoughts/methods!

NB: I always forget to take photos of my classroom's in session. I will endeavour to do this in term 3!

Methods to my teaching madness?

We're already starting week 4 in Victorian High Schools... where has the time gone? Now that 3 weeks has passed, I am finally taking a breather to reflect on some goals I had constructed coming into the year.

After a crazy 2017 year - graduating from Masters and working in various schools - it was a nice thought to be starting a new school year. I goals for 2018 were to implement better classroom organisation, increase class participation, and use technology in a smarter way. Over the school holidays, I decided to therefore focus on three programs/methods: (1) Google Classroom, (2) the Flipped classroom, and (3) AIM-based learning.

(1) Google Classroom
Late last year, I overheard some Science teachers talking through the assessments their students were using on Google Classroom (full-time eavesdropper right here). I realised that my school, was a 'Google School'! Yes, Google has officially branded education.

Google Classroom almost mirrors the Facebook look. You post information on a forum, within which students can comment and interact. You can post assessments, which allows for students' own copies, and which a teacher can provide feedback on almost immediately. It also seamlessly works with Youtube and other Google programs, such as Google slides which you can use to make interactive worksheets.

I have also realised that the students love using Google Classroom. Everything is in the one place (no so many bits of paper), and they receive emails to alert them of homework and assessment tasks. For me, there is a quick marking scheme, and if I have created a Google Form, the marks can be automatically uploaded (easy!!).

So far, the sole issue is where the grades are stored. At my school, I also communicate with parents through our Intranet, and therefore must post grades and comments on the school system. This means creating multiple entries - from Google Classroom, to my assessment log, to the SIMON intranet. This seems to be the only downfall so far...

I have decided to start the Google Classroom course online (offered through Google, of course) during the Easter holidays. I will post about this course when I commence.

(2) The Flipped Classroom
I can be quite a chatty bot and can rush through content too, so another aim was to reduce the teacher talk in my classroom. As a French teacher, there can be a fair amount of lecture delivery in the classroom - especially in the grammar domain. The big issue is, if a few students don't understand what you talking about, then they miss the entire delivery! 'So why not turn them into videos!' I thought.

Each Saturday, I have been creating content-rich videos based on grammar topics that I would have usually taught on the board in class. Especially for my Year 10's, who head out of the class for conversation, I am asking them to watch the video at home and then come into class with questions and ready to work with me on the video topic.

Unexpectedly, I had one Year 8 student who was absent for the whole of week 3. When he walked into the classroom on Friday, while I was testing the rest of the class, I got him to log into Google Classroom and watch the video on the current topic. If I didn't have that resource at my fingertips, I'm not sure what I would have had anything for him to do at that time?

I have also realised that my students are respondent to myself being the deliverer of the content in the videos. I guess students like to work with THEIR teacher, not usually a stranger. However, this means that if I make a video for every topic across my 4 years... will there be time for sleep? An issue to contemplate!

(3) AIM-based learning
As a LOTE teacher, I want my classroom to be hyper-communicative! 'Please speak French with me children!'

Mid-2016, I head over to Canada to see 'first-hand' the immersive classroom method, called AIM. As it is a very expensive program that my school does not use, I have decided to implement certain methods and ideas from AIM into my classroom. The first lesson is all about teaching the students, in French, that the expectation is to speak only French in the classroom. You accompany the language with gesture and language repetition. La classe commence en français...

I had two very different responses from my classes. The first were highly engaged, hanging on every word. I was amazed at how much they just wanted to be immersed in the language, and then wanted to involve themselves also. My second class, however, was completely different. The kids were turning to each other and saying, 'What the hell is she saying?', 'Miss, we don't speak French', 'This is stupid.' After a few lessons, I very quickly realised that the 2nd classroom had become less communicative...

I have decided to use this as an interesting measure. How much more might my 1st class learn and/or be able to speak by the end of the semester, in comparison to my 2nd? I will write a more detailed blog post about this test in June, and I will have to think of a few more assessments.

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Quite frankly, I am exhausted, however I am also inspired. We will soon see for just how long I can keep some of my more wacky ideas going, and how long my students will also feel engaged with these methods. Only time will tell...

Language Podcasts that I'm loving

I find podcasts to be great resources - for use in the classroom, or just for interesting listening on the way to work or while I do the dishes...

Here is a list of podcasts that I'm currently using for classroom resources and also for my own entertainment. What are you listening to?

French language fix

• Podcast Français Authentique - Johan Tekfak

One of the best structured podcasts that I've come across. Johan conducts the entire podcast all in French for second language learners, usually concentrating on discourse and colloquialisms. I particularly enjoy listening to the idiomatic expressions, one of the most difficult aspects to learn for non-natives! 

• RFI - Journal en français facile

Great way to keep up-to-date with French current affairs, and easy to share with senior year students. The episodes are also nice and snappy. 

• SBS en français

I just like to support the SBS, but also, there are episodes on Australian current affairs in French, film reviews, and French events that are happening across the country.

Listening task resources

• Learn French with daily podcasts - Louis from Daily French Pod
• Learn French by Podcast - Hugh Nagle

I have used these podcasts for years to create listening comprehension tasks. Louis' podcast is conducted all in French, and is usually a monologue where he provides great description and uses heaps of synonyms - particularly important vocab skills for the senior years.

Hugh Nagle's podcast is bilingual and always starts with a dialogue. Excellent practice for the VCAA listening comprehension task, and there are 100's of episodes focusing on the VCAA topics.

Teacher 'gas-bagging' time

• Teachers Talking Teachers - CatFish Education (Pete and John)

These NSW teachers create such good banter around current topics in pedagogy and teaching. Each episode is based on two scholarly articles and there is plenty of opinion mixed with discussion based on the papers you should be keeping up to date with. 

French cultural curiosities

• The New Paris Podcast - Lindsey Tramuta and Alice Cavanagh

What I enjoy most about this podcast is that the interviewees are generally expats living in Paris, which I think is most relevant in today's international Paris scene. So far this podcast is at its humble beginnings, but their topics on identity and gastronomy (two of my favourite topics!) have been well discussed.

• Pardon My French - Garance Doré

I feel sassy listening to this podcast (so branchée), but Garance is just personable and lovely. She discusses the everyday issues, or vie quotidienne, of French culture - from dating, to fashion, to the environment. The podcast feels authentic from a Frenchy perspective, and also highly engaging with interviews conducted in an open and relaxed style. Episodes released every Thursday - definitely needs your attention!

• The Earful Tower - Oliver Gee

This podcast is usually quite 'tongue in cheek', as is self evident from its entitled pun. I've mainly followed its Facebook posts over the years, but I've now just realised how good the podcast is! The episodes are about anything French - everything is allowed. 

Linguistic loving

• Lingthusiasm - Gretchen McCulloch and Lauren Gawne

Lauren, originally from Melbourne, and Gretchen have excitingly geeky conversations about language. Coming from someone (myself) who loves to discuss the complexities of language - from crazy syntax to discourse variants - this podcast keeps me so engaged. As a French teacher, I find it a necessity to stay engaged with linguistics, as you need to keep perspective on the languages you teach. How does French fit into the linguistic world? What are its variants? How diverse is the speech community? etc. etc. I love the study of linguistics for all these reasons and more. 

French Teacher Resource: Verb cheat sheets

My more advanced students like to understand that grammar rules can be finite.

For most students at school, they feel that the amount of verbal conjugations and mood/tenses that they have to learn will go on forever! To help them consolidate their learning, and also as a visual aid, I give my students a copy of the following documents.

The first verb document shows the different verbal moods visually, and how they are made up of tenses. This helps students to see how language is constructed in moods of speech and time.

The second verb document is a consolidated list of verbal conjugations. This also helps them to see the difference in simple and complex verbal constructions.

Leave your comments below.

Learn fluent French fast... here's where to start.

I get asked by a lot of people about how to start learning French. What are the secrets, what are the tips of the trade. The hardest part about starting a new language is knowing where to... start! The task of taking on a new skill, such as talking in a new language, is nothing less than onerous. Or so you thought.

So this blog is for you, adult language learners. And just for the repeated record, yes you can learn a language to fluency at any age - I get tired of explaining this to people. For now, just understand that it's a big fat lie when you hear that adults can't pick up second language fluency.

Here, i'll lay out some different ways that I advise adults to learn new languages.

STEP 1: The best way to start is to work out why you wish to start learning French.

Learner goal A) I want to learn French because I want to speak with people, and communicate in a different language. This is either because I want to travel to a French speaking country or because I'm interested to talk to people who speak a different language. Or maybe both! (Lucky you!)
Maybe you need it to increase job prospects or to connect with your new French partner (This is a common situation, so many Frenchies in Australia!). Maybe you're a retiree who just wants to work the brain, and practice a new and interesting hobby.

Learner goal B) I'm mainly interested in the logistics behind language and language learning. I love learning about linguistics, and how people can express themselves in languages other than English.
Maybe you feel as though Australia is such a multilingual country that it's time you had some perspective on how people might think in another language.

.... So what's your reason? (Comment below if you wish to share!) I can help you decide whether you're a learner type (A) or a learner type (B). Then move onto the next step to get started ASAP!

STEP 2: Start to learn with both language 'input' and 'output'

Let me start by expressing one main rule of language learning. You need both language 'input' and language 'output' to truly learn any language. What this means is that you need to be learning the language by ways in which most people would consider hearing and listening to a language, and also you need to be using the language through speaking and writing (optional). You constantly need a mix of all these passive and active learning methods at all stages of the language learning to progress. Even right from the get-go!

Now let's look at some different ways that you can learn French in Australia:

Learner goal A) Coucou! You're predominately wanting to learn to SPEAK the language!
We are so lucky in Australia to have so many native French speakers - time to take advantage of the situation!

Meetup language group

Social approach -
Use the combination of a group class scenario along with meetup social groups. There are many organisations and small businesses to choose from (see below for links). Meetup groups are generally a mixture of native speakers and learners of French, if you know which groups to choose from.
This mixture of speaking and learning quickly from natives and advanced learners gives you the opportunity to use the language straight away, and quickly adapt the language based on your initial mistakes. It's one of the best ways to learn a language, in the fluent capacity, but can also be the most daunting as you are forced to drop your guard quickly and embrace your language faux pas.

Solo approach -
Use a combination of one-on-one tutoring with a native French speaker, and join some bi-monthly small French conversation groups. I advise these types of people not to join a group language class, as you will lose yourself within the group and then become way too nervous to open your mouth to speak (which is the opposite to your goal!) Build some confidence within small groups and with native speakers, and you will truly feel yourself flourish in the language. Sometimes you might also like to be immersed in culture by yourself, so attend French events that occur often in your city or visit French cafés and restaurants, and soak in the Frenchness.

Learner goal B) Bonjour, salut, coucou, bienvenue to linguistics. You're predominately wanting to learn the FORM and FUNCTION of the language.

Grammar approach -
I typically find that this group is really in to language apps. Start to delve into apps such as DuoLingo and iTalki on your phone and laptop for some quick knowledge. As group French classes are generally grammar-based, you might also enjoy interacting with people with similar interests in this setting. Hard-copy grammar books that I would recommend are Schaum's Grammar and Easy French Step-by-Step (free copy through link). Both books contain heavy grammar exercises and are in-depth guides to form.
If you're heading back to uni or about to start, the French language courses at most good universities will be enough to tickle your grammar desires.

Allez, c'est parti! We all have to just jump in and start learning!


Links to learning French in Melbourne:
Please comment or email if you need some help to find what's best for you.

Native French tutors -
Gumtree (best way to find a local native and on the cheap)
The French Workshop
VoulezVouloz
Alliance Française de Melbourne

Group classes -
Lyceum Language Centre
Alliance Française
Cosmopoli' French
CAE
French Journey
InLanguage Boutique

Meetups -
Meetup.com
MundoLingo
Language Connection

Conversation groups -
My French Life
Alliance Française
Ask your local French restaurants and cafés as many hold monthly conversation groups


Please comment or email if you need some help to find what's best for you. Bon courage!