French Film and TV list for Australian French Teachers February 2023

Nowadays, our students have access to endless amounts of French media... which is sometimes the problem. How do we sort through all of the options?

Here is my annual list of French film and TV series list for Australian French teachers.

Access the list here.

On this list, you will find the most popular streaming platforms:

• Clickview
• SBS On Demand
• Netflix
• Stan

For 2023, here are some new additions to note:

• Plenty of G and PG rated films for your younger students on Clickview. 
• You can create interactive videos on Clickview. Add questions to the video for students to answer while watching the film. See an example in the link for Dilili à Paris. 
• Un Sac de Billes (A Bag of Marbles) was recently added to Clickview. Thank you for the contribution, Paula H!
• SBS On Demand have added an array of biographies and documentaries, such as De Gaulle, Dalida and Jane B. for Agnès V. 
• Students can watch Netflix films with French subtitles. This option is not available on other platforms.
• If your students have access to Netflix at home, refer them to the TV series with global success, such as Lupin (M) and The Parisian Agency (M). 

VCE practice exam paper for schools - Expressions of interest

VCE French teachers often find themselves under resourced from external sources - do you agree? 

As a teacher currently on maternity leave, I have been motivated to create resources to benefit our community and feel the more we can share and develop to support each other, the better. 

Together with Lucie Girard from The French Workshop, I have written a VCE practice exam paper for schools to be released by the end of August 2022.

As this is the first paper that I will release to schools, I would like to hear from you - my budding French teachers!

Please express your interest below by leaving any details with which I can use to contact you once the exam paper is released and also to leave your feedback for me.

Complete this Google Form:

https://forms.gle/XJ2NjMVxbXq5Qomp9

(Please note that I have permission from my principal to produce and charge for resources while on leave)

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 Teacher Resource: My experience with Gianfranco Conti tools

Is your teaching mantra also, 'I want my students to be able to speak French?'. Then, Gianfranco Conti's teaching and tools will certainly resonate with. 

I first travelled to France at 16, and on return to the Australian classroom, I asked myself why there wasn't a greater emphasis on listening and speaking. The "traditional" method at the time, and even now, seems to heavily focus on reading, writing and explicit grammar instruction. Don't get me wrong, I do love learning and teaching these areas of a new language (as they are, of course, important!), but in the classroom, did they enable me to speak the language? No. The ultimate goal is confidence in fluency in the target language (Fluency in the use of a particular set of vocabulary and grammatical structures regardless of level).

Conti's work focuses on just this - enabling students to automise structures to be able to use them spontaneously. This is how we reach fluency. Let me highlight a few "Conti" concepts that I incorporate in to all my teaching:

1. Comprehensible input

No doubt, that at uni, you learned Krashen's Input Hypothesis. Essentially, a learner improves in a 'natural' progression if they are exposed to language that is comprehensible - just one step above their current stage of linguistic competency (i + 1). As teachers, in an artificial classroom environment, we are in charge of the language input and can therefore ensure that our students understand the input language and slowly increase in difficulty to allow maximum learning potential. This, in turn, lowers the effective filter, aiding students to feel more motivated and uninhibited. Also, if you take comprehensible input in to account, your students can increase in sophistication much quicker as they will feel more capable to "push the envelope" and try new sentences (not just focusing on memorising massive word lists that are hard to use communicatively!).

2. Chunking

Fluency is 'chunked' speech. This means that we don't use isolated words in speech but we use them as small parts. For example, you don't just use 'allé' by itself, but you would use it as a chunk, 'je suis allé'. When we speak, we then use 'chaining' to connect these chunks (producing full sentences) which are linked by connectives. Cool, huh? 

Of course, some words are learned independently (such as nouns or adverbs...), but they need to be practised with chunks. Conti uses 'sentence builders' to provide context to new and old language (see resource below). The takeaway message? Teach language in chunks!

Example of a sentence builder

3. Reusing and recycling language

Automated language lives in our long-term memory. So how do you get it there? You need to reuse and recycle language! Language text books are certainly improving, but the traditional approach was the teach a content item and then say to students, "You should be able to use it as it was taught to you back in March!" Language should always be repetitively used. Use it so you don't lose it! As teachers, we can plan our curriculum to ensure that past content is weaved in and out of our lessons.  Working in an immersive language teaching setting, we would use Leanne Hinton's 20/20 rule. To commit a chunk to memory, you will need to use said chunk 20 times in 20 different settings. This sounds like a lot, but it isn't once you apply the reuse and recycle language rule!

Applying Conti tools to your curriculum

So, I'm sure you have all come to this blog for some resources! Let me oblige. In order to achieve fluency in a unit, Conti outlines the progressive phases through the acronym, MARS EARS. From modelling a new construction (M) to spontaneously using the construction in communication (S). For each phase, I have included my own resources and ideas designed for a Year 8 term 3 unit on 'hobbies' is based on Conti's famous activities for each progressive phase. You can download the resources and use then as they are or use them as a template for your own work.

Note that these activities were used in conjunction with the AIM play, 'Veux-tu danser?', which provided the context for the unit on hobbies.  

Also, these are resources designed for my students. They are not perfect. Resources are always designed to be improved. You may feel they have too much language, too little language. Not cover enough content, cover too much content. Modify at your will.

First step:

Design the curriculum to reuse and recycle language. You will notice that the new content is spaced out over the term and old content is interweaved. Ensuring adequate priming and routinisation is an absolute must before students can demonstrate fluency.

Year 8 Term 3 curriculum planning document

Second step:

Create your sentence builders to set the teachable language chunks for your students to use.

Hobbies sentence builder (students had already automatised approx. 1/2 of this language)

Comparison and superlative sentence builder 

Past perfect sentence builder (main focus on 'avoir' as auxiliary and no explicit grammar instruction at this stage as automation with chunks is easier for learners to use!!!)

Third step:

Design resources, worksheets and activities for the classroom based on the MARS EARS progression. Each resource does not necessarily fit under each specific category, it depends on how you use them and why. Think of the resources as aiding to progress through 3 phases: priming > routinisation, to finally reach spontaneity.

Modelling: 

Mind reader game - one student chooses a sentence secretly and the other students in the class or group have to guess which sentence they picked by reading aloud a sentence. 

Disappearing text - get students to set a goal - how many sentences will they try to memorise? You can do this as an oral or writing game (great with mini whiteboards).

Awareness-raising:

Gap-fill exercise

Spot the missing word - listening task

Receptive processing:

Tangled translation with traditional translation (lower to higher cognitive demand)

Structured production:

Oral ping-pong - partner task

Staircase translation

Boardgame

Narrow reading (each passage is very similar)

Find someone who - give each student in the group at least one card. They read their card to the group and the group or the individual fills in the worksheet.

Explanation: 

When you explain learned concepts, ensure that your students have internalised the structures well prior.

Autonomy, Routinisation and Spontaneity:

You can use many activities that you already employ in your classroom, such as speed dating, spot the difference (between pictures), student jigsaw tasks, listen and recall (reciting memorised sentence orders), running dictation, 4, 3, 2 technique (repeat the same information but reduce the time)...

Conti has so many activity ideas that, firstly, it is hard to implement them all (although all so fun!). Secondly, most of the activities you will likely already be using. You just need to be aware of the purpose and implement them at the correct stage to aid your students to fluency. Note that it is wise to reuse the same activities across the year as you want your students to learn the language, not always a new game.

For more information and ideas, you can read Conti's blog. He also had ready-made resources through his sentence builder website and the interactive website for students, The Language Gym. He also has purchasable books: Breaking the Sound Barrier, The Language Teacher Toolkit and French Sentence Builders. Also, join the group 'Global Innovative Language Teachers' on Facebook.

How to integrate French music in the classroom

When I was learning French in high school, I would print off song lyrics and hang them next to my bed where I would try to sing through and memorise lyrics before sleeping. Yep - I've always been a linguaphile! Not only was listening to music fun, but it also helped with my listening skills, in creating full sentences and increased my confidence to speak with natives. Not many students would have this same practice today, so here are a few ways to encourage the use of French music in the classroom to aid the linguistic development of your students. Even the cultural appreciation of music is enriching! 

How do you use music to learn or teach French? Comment below!

1. Choose a day to enjoy popular music together

Whether you sing along to the latest pop songs or try to keep in rhythm with Jacques Brel, why not choose one day per week or fortnight to engage your students in music - a musique mardi. With my more advanced students, I give them the lyrics to translate certain chunks of text or to research the artist, for example. With the lower levels, you can get them to memorise the chorus or to simply listen or dance to the music. You can get your students more involved through students choice. Give them a few options on the day by voting on a song.

Most importantly, get your students to sing! Most of my classes may be timid or embarrassed to sing when we begin the year, but after a few lessons, it becomes the norm. Why is singing music in front of others important? It's another way to reduce anxiety and fear in speaking a second language. It also helps you all bond as a class.

Need some music inspiration?

- My YouTube channel has many music playlists to choose from and are updated regularly. 

- If you are connected to Facebook, join the group 'Musique Mercredi' to explore new and old music with a forum of people.

- Listen to the French radio (or other Francophone stations). NRJ is a great station to hear the latest pop hits.

- Join an international music competition! Manie Musicale is an annual tournament where students vote on their favourite songs.

2. Test out your listening and writing skills

Ever played Lyrics Training online? If not, you're missing out! We play this as a whole class, at times, or you can put students in small groups. They listen to a song and fill in the lyrics as they go in real time. This game can be particularly engaging when students already know some French songs.

3. Choose songs that connect to an area of grammar or a current theme

We all know that songs can help strengthen our memory, so when you learn a song that uses a particular grammatical feature or specific vocabulary, it can make it easier to reuse in your own speech. Remember though, the song lyric has to be deeply ingrained to be reused and recycled! Here are a few song suggestions based on grammar and theme:

La grammaire

Le passé-composé: Jo Dassin - Les Champs-Elysées

L'imparfait: Louane - On était beau

Le futur simple: France Gall - Laisse tomber les filles

Le conditionnel passé: Babylon Circus - J'aurais bien voulu

Les pronoms: Mika - Elle me dit

Changing between word class: Christophe Mae - Les gens

Les thèmes

La Francophonie: Kids United - Mama Africa

L'immigration: Corneille - Parce qu'on vient de loin

La France: Charles Trenet - Douce France

La téchnologie: Stromae - Carmen

L'environnement: Yannick Noah - Aux arbres citoyens

Pour les plus petits

Alain le Lait playlist

5 a day workout 

Je suis une pizza

Just Dance - Papaoutai

4. Supplement LOTE skills with music worksheets

Working with French music can tackle all LOTE skills: listening, reading, writing and speaking. Here are some teachers who have already done the hard work for you.

- Kristen Phillips has created a plethora of materials based on Maître GIMS' music, 'Maîtrisez le français avec GIMS'. 

- Perfecting Pedagogy has reading materials on Francophone music. All see her Instagram page for inspiration.

- Lauren Monique from Parfaitement Bilingue (@parfaitementbilingue) posts clips on her instagram account to get you listening to the latest Francophone music, all awesomely choreographed!

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: 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.

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French Teacher Resource: French in Melbourne City

Earlier this year, we took our Year 9 students on a city excursion to immerse them in the French culture that exists in our beautiful Melbourne city.

First we took them to La Petite Crêperie where they each devoured a crêpe and a galette, washing their food down with a cold Orangina to share. The staff at the crêperie were extremely accomodating as we squashed our classes in to the small space.

The students then attended a guided visit at the NGV on Impressionism. They were shown the masterpieces that we have here at our doorstep, and used their knowledge on Impressionist art learned in class.

To finish the day, I created a Frenchy Melbourne treasure hunt. Although most of my students had hardy navigated the city by themselves, I sent them off with a map and clues and waited at Federation Square with the phone. The chasse au trésor was a big hit. They were directed to work out their first clue and then continue to track their way through the city, taking photos when they reached each site. Given time restrictions, they were given an hour and half to complete as much of the puzzle as they could. They were then excused from the day once they returned to Federation Square and had their photos sited.

A PDF version of the Frenchy Melbourne Treasure hunt is downloadable here. I hope that it can be as much of a hit with your French students!

Quelle journée - c'était tellement amusante.

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!

French Teacher Resource: Create your own French Advent Wreath

The start of December entices me to share the Christmas spirit with all. Today in class, there has been carol singing, talk of French Christmas traditions, and crafting!

The final weeks of school can be a bit hectic, and depending on your class, I know that many Year 7 and 8 students love a bit of crafting. As they all said to me today, it reminds them of being back in Primary School. Even the disruptive boys pitched in.

Naturally, I would never leave an opportunity to send the kids home with a French tradition to practice with their families. So this year, I have helped them create their own couronnes de l'avent,  French Advent wreaths. For those new to the tradition, you place 4 candles on a horizontal Christmas wreath, and light each candle each Sunday leading up to Christmas.

Here are some of their creations:

The activity takes approximately 2 x 50 minute periods for students to complete. I pre-printed coloured sheets with holly leaves, stars, and snowflakes for them to easily cut out. I also provided the paper plates, glue, scissors, fluffy baubles etc. as most students don't have these items in high school. They can be bought cheaply at the Reject Shop.

Download the activity sheet here. As I work at a Catholic school, I have highlighted the significance of the four candles for Advent.

This activity was a huge hit, with little preparation time. And most importantly, so relaxing and enjoyable for myself as a teacher.

Let me know if you give it a try! Amusez-vous bien!

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.

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