Relative Pronouns - Classwork YR 11

To 11 1.2 & 11.2.1

We will use these links in our lesson Thurs 9th Dec and Fri 10th Dec.

Relative Pronoun Practice:

Exercise 1 Qui or Que?
Exercise 2 Qui or Que?

Instructional Videos:

The Angry Museum

"que", "qui", "où" et "dont"

Mlle Hardman

New Online Learning Resource

Digital Dialects is a site that is growing with new resources in a multitude of languages. Whilst of a KS2-3 level currently, it provides good practice in language basics. Russian, Portuguese, Japanese, Mandarin and Greek students will be pleased as we are low in online resources for these languages. It has been added to the online language learning resources menus under each flag on the right of this page. If you find any more please add the information to the comment below!

Merci beaucoup!


Mlle Hardman

MFL Snow Cover Work Friday 3rd Dec - UPDATE

As the volume of information is increasing for cover work information, we are experimenting with a different format for storing cover work.

1) Please create and account with http://www.edmodo.com/ - for which you do not need to add your email address.

NOTE: Please make your username recognisable to your teacher. This is a secure website where only your teacher will be able to make contact with you and vice versa. Communication with groups you are a member of is also possible. In the interest of e-safety members of the school management will also have access to this account.

2) A group entitled "Snow Cover MFL" has been created for you. For the purposes of e-safety, please request access to this group by sending an email to e.hardman@wealdofkent.kent.sch.uk with the subject "Edmodo Access".

3) You will see documents by teacher name and date for the current snow period. Scroll down to see these for each group you are invited to, or click on the "Library" link at the top of the page.

Please leave a comment on this blog or email Miss Hardman at: e.hardman@wealdofkent.kent.sch.uk if you have any queries about this site or accessing the currently available snow work. Alternatively any comments made on this group in http://www.edmodo.com/ will be emailed to Miss Hardman. This will remain the case until individual teacher accounts are created.

Thank you

Mlle Hardman and the MFL Team

Snow Day MFL Cover Work Friday 3rd December

Given the continued closure of the Weald of Kent Grammar School on Friday 3rd December, please find below details of cover work for any MFL lessons missed for this day:

(The "Snowflake" artwork was achieved via the "draw 4 free" app on an iPhone. It's simply called "Flocon Bleu" / "Blue snowflake". Think you can do better? Create a snowflake* and email it to Miss Hardman on e.hardman@wealdofkent.kent.sch.uk, and it may be posted on the next snow work post! If we receive a few we will dedicate an entire post to them. Please add a/some key words in a foreign language to describe your snowflake). * For iPhone app creations, save it to your photo album, email it to your email account, then forward to above address. / No iPhone? - Draw one then take a photo, then email it etc...


Miss Hardman's classes:

7OR Spanish Period 1 - we were going to distribute your Spanish penfriend letters so please prepare some text to include in a Christmas card to send back to them. Write this in English. You could include how we celebrate Christmas as a nation, and also specifically in your family. Either bring them to next lesson (10/12/10) or you will get lesson time to do it in as we are in B1 that day.

9G & 9D French P3&4 - we were going to conduct your speaking and writing assessments on Friday 3rd Dec. Therefore continue preparing / revising for these.

7GR German Period 5 - We were going to do your telling the time test so continue revising that. Please learn 10 more words from the glossary pages of Module 2 from the text book. Be ready to demonstrate your learning next lesson.


All other MFL students for Friday 3rd December - or any further ensuing days of snow, please use the language practice links on the right hand menu under the relative language. Try to do an hour for each lesson that you would miss.

If you are currently preparing for controlled assessments, written or oral, please continue to do so at home.

Please check this blog site for further updates

Mlle Hardman & the MFL Team :o)

Snow Day Learning Resources

Dear MFL Students,
Snow day work for those missing Miss Hardman's classes is as follows:

Year 10D French period 1:
Do an extra preparation hour for your controlled assessment.

Year 11 1.2 French:
For those who missed last lesson due to an exam I was going to introduce Relative Pronouns. Please read up on this website link prior to next lesson. For those who where there last lesson we were going to reinforce our prior learning and also practice. Please do the QUIA exercises on this blog post and see how you do. We will feedback next lesson.

All other MFL students for Thurs 2nd December - or any further ensuing days of snow, please use the language practice links on the right hand menu under the relative language. Try to do an hour for each lesson that you would miss.

If you are currently preparing for controlled assessments, written or oral, please continue to do so at home.

Please check this blog site for further updates

Mlle Hardman & the MFL Team :o)

Eruditio latin quod cupiditas

Sunday 21st November 2010 saw the launch of an exciting £2.5million campaign to restore the teaching of Latin and Greek to all state school students in Britain within ten years. With celebrity supporters such as Joanna Lumley, Boris Johnson and Tom Stoppard, the campaign, lead by classics enthusiast Bettany Hughes, aims to ensure that more than current 16% of state schools offer at least one of the subjects.

The learning of classical languages is proven to help British learners of romance languages, particularly of French, Spanish and Italian, for they already have a basic grounding in the grammatical patterns. In addition, however good a translation of a piece of literature, there are always some aspects which can only truly be appreciated if the piece is read in its original language. A wide range of classical literature in its original text would be opened up to people if they were equipped with the language skills. Learning Latin is also proven to improve pupils’ standards across the curriculum, particularly in English and Maths, and classics graduates can expect to enjoy a higher employment rate than the majority of other arts graduates.

Personally, I believe that the campaign is a brilliant idea, and hope it will be effective. A couple of years ago I had the chance to learn a small amount of Latin at Weald. Even the basics have proved to be helpful as I now attempt to read medieval French literature!

This information in this post was taken from an article published in “The Sunday Times” on 21/11/2010.

Yr10 French 16/11/10 P5 Devoirs

Pour vos devoirs ce soir:

1: Find a photo on which you will base your oral presentation

2: You will need to answer some questions in the oral so practise recognising question words via this link: Exercise 1
Mlle Hardman

Avoir, Être, Faire and Aller

Year 8 French P1 16/11/10
Today we are going to revise the 4 key irregular verbs in French: avoir, être, faire and aller. We are going to:

a)find out what they mean,
b)find out why they are important,
c)and then practise them in different ways.

Practise:

4 Key irregular verb flashcards.

Using the above link:

1) Familiarise yourselves with the four verbs using the flashcards
2) In the "Study" section click on "Learn". Note your score at the end.
3) In the "Study" section click on "Test". Note your score at the end.
4) In the "Play Games" section click on "Scatter". Note your time.
5) In the "Play Games" section click on "Space Race". Note the Level, Kills and score you achieve.

We will publish the best scores for each section at the end of the lesson.

Your homework is to beat these scores! Add your new highest scores in the comments section before next lesson.

(Create a Google ID to be able to add comments to this post. Remember to blog safe and only use a pseudonym/nick name, never your real/full name online. Ask an adult if you are unsure).

Amusez-vous bien en apprenant les verbes irréguliers!

Mlle Hardman

Podcast Entry - YR7German Speaking Assess

We have recently completed some Year 7 German Speaking assessments. Play the entry on the Podcast and leave your comments - What did she do well (WWW)? Even better if (EBI)? Work out what level you think she might be (including sub level and your reasons for it:

Crossing the Channel

As our closest European neighbours, it is unsurprising that many of the current affairs which affect France also impact us in England. On Monday, it became apparent that the French Coastguard is of the belief that a ban should be enforced against those who wish to challenge themselves by swimming the 21 miles from Dover to Calais to cross the English Channel. The main reason for this proposal was fear of an accident occurring. Those attempting the challenge must pass through the world’s busiest shipping lane, which sees over five hundred vessels pass through each day. Several organisations, including ferry operators, have warned that passing swimmers could cause a serious accident, despite assurance from the Channel Swimming and Piloting Federation that the crossings are safe and well organised.

It is worth noting that France banned swimmers from using the Calais to Dover route seventeen years ago and also that no swimmer or support boat has ever caused an accident whilst completing the crossing. With this in mind, is the proposed ban a justified, or even necessary, measure?

Olivia, who is a keen swimmer in year 13, agrees that it would be a shame if the ban were to be enforced:

I think it would be a real shame to ban such an iconic event that many swimmers aspire to complete. I understand the obvious safety concerns, however, it is arguable that due to technological advances it is now safer than ever to swim the “Everest of open water”. I can only imagine the feeling of triumph and accomplishment is unparalleled and this should not be taken away from those who are able and determined to take up the challenge.

Language Leaders taking control of blog

Hi. My name's Jess. I am one of the Language Leaders in year 12. Among the other responsibilities that we have been given, we have been asked to contribute actively to the MFL blog. This is exciting, as it means that students will have more control of what appears on the blog! As I am already a keen blogger, I have gladly accepted the role of Blog Manager. I will be listening out for languages-related news in the press, achievements in languages of our students and reviews and write-ups of language events. I will be looking to meet with students who have anything that they would like to add. For now, though, bis zum nächsten Mal!

Why Learn Languages - (USA)

We are way behind in adding this to the blog (this video is from July 2008!), however related to current times nonetheless. Barack Obama illustrates the need for the American population to learn more languages. Interesting debates ensued in the American news highlighting language being very close to identity.

Languages in Exciting Future Career Choice

Below is a write up by Abigail, one of our year 13 English Literature students, who is applying to do a Linguistics degree for her future career choices. This highlights cross curricular links between English and Modern Foreign Languages and the place that they both hold in an exciting career choice. Enjoy!

I have always had a fascination with language and have been interested in how it works and is pieced together. Studying English Language at A Level has made me want to pursue with this into further education. However I have been looking at courses in linguistics. This will mean I am analysing language and looking at how it works, it is the science of language. There is an opportunity to choose some Modern Foreign Languages as modules as this helps when analysing texts in such intricate detail.
In some of the courses I have chosen at university there is a chance to study Forensic Linguistics as a module. This is what I have a true passion for and wish to go into after I finish my degree.

Forensic Linguistics is analysing language for the police. When text messages, emails or letters are involved they can be analysed in order to discover more about the crime being investigated. Also using forensic phonetics, interviews with suspects can be analysed in great detail to help in the same way. This is a fairly new branch of police investigation and has enhanced the ways in which they can solve crime. I am currently carrying out an EPQ on the topic so that I can make sure that it is something that I really do want to do as a career but also so that universities can see that I have a real interest in language outside my core A Level study.

Oxford Language Competition Success

Below is wonderful write up by Jessica, one of our year 12 students who studies AS German with Miss Sheehan, regarding a recent success that they had concerning languages. Enjoy!

On Wednesday 20th October, my parents and I spent a lovely day in Oxford. The reason for this was my success in the “Think Kafka” competition, which was organised by the Modern and Medieval Languages Faculty of Oxford University.
I was sent a link concerning the competition in May by Miss. Sheehan. I immediately decided to enter, mainly because I was eager to find out more about German literature. I also thought it would be a good way to have a break from revising for my GCSEs...
I had heard of the German writer Kafka, but in reality I knew little of his life or his work. There were three categories: “The Best Translation of a Kafka Story”, “The Best Essay on a Kafka Story” and “The Best Creative Response to a Kafka Story”, of which I chose the latter. This was mainly because I had no idea how I would go about writing an essay about one of the stories, and I had little inclination of how to do a translation.
Each of the categories offered a choice of two stories. Of the two that I had to choose between, I chose “Ein Kommentar”, because I immediately saw how I could interpret it as a metaphor for life. After reading it several times and a discussion with Miss. Sheehan, I decided to continue the story. I chose to write it in German, mainly because it felt more natural and I had had little previous opportunity to use the language creatively.
Writing my response was quite difficult; it was tricky to structure it, and I had to teach myself much of the grammar I needed, for it is not usually taught at GCSE level. Several redrafts later, my story was ready to send.
Winners were to be notified a week after the closing date. On that day I was travelling to Elbeuf on the school work experience exchange, so I forgot all about it. It was not until the Saturday morning, when I was strolling peacefully along the pavement in Rouen with my exchange partner and her family, that my Dad rang me. As he read the letter to me over the phone, I learnt that I was a joint runner up in the competition! Having never succeeded in any form of competition before, I started jumping around in excitement, an excitement which quickly decreased when I realised that I would now have to explain in French why I was so happy.
I could not really bring myself to believe it fully though, until I was able to hold the letter in my hands myself. It was only when I popped into school to tell them the news that I realised the significance and importance of what I had achieved.
After a summer of attempting to read Goethe, the day to visit Oxford swiftly arrived. Having known a couple of people who had studied at Oxford, and having considered the prospect myself, I was eager to visit. Despite thinking about it quite a bit, I really had no preconceptions of what it was going to be like.
The first part of my prize was to have lunch at Jesus College. Just walking into a college was fantastic; the building was beautiful and felt so steeped in history. There were ten of us in total, as well as a few current students and lecturers, so we started off by introducing ourselves. This was when I found out I was the youngest by a whole year, which surprised me quite a bit. The idea of the lunch was so that we would be able to get to know one another prior to the evening reception. As we ate, we had a variety of discussions, most of which lead back to German.
The ceremony begun with a speech about the importance of learning languages, and the often lucrative careers that language graduates can enjoy. Then, Kafka’s great nephew made a speech. I was surprised to learn that he does not speak any German, despite being a relation of one of the most prolific German writers ever. He then presented the prizes. I received a personalised copy of Kafka’s “Die Erzählungen”, which includes all the stories used in the competition, as well as a postcard and £20.
After taking some photographs, we had the chance to look at the actual manuscripts of the stories. Although they were in a glass case, it was amazing to see the paper which Kafka actually wrote on, and fun to try to decipher the words which had been crossed out.
Soon afterwards, it was sadly time to leave. I am extremely glad that I had this opportunity, for not only has it left me with a clear sense of my aims for the future, but it has also given me new ideas for how I can explore literature in other languages. I have been inspired by meeting the other prize-winners and sharing our passion for languages.

Importance of Languages NEWS FLASH

The recent media coverage of the Chilean miners rescue has highlighted the importance of languages in the global community. You only had to witness Tim Wilcox, prized journalist for the BBC, switching effortlessly into Spanish in order to interview the family of a miner and then translating the conversation back into English again for the viewers at home, to understand how much of an asset his knowledge of Spanish was to the BBC at this crucial time and indeed, for making him, usually the studio anchorman, the ideal man for the job abroad.

"And the other secret weapon the BBC had was its remarkable on-site anchor, Tim Wilcox. He is normally an anchor on the domestic BBC News channel but he was sent to Chile three weeks ago and he showed a remarkable change in persona anchoring on-site rather than from the studio. It was obvious how well he knew his story, that he knew and had spoken to all those involved – officials, family, and the like, his Spanish was impeccable in being able to interview family members and officials live and give instant translation – he was just so natural." (http://followthemedia.com/writeon/bbcchile14102010.htm)

His Twitter feed also shows the benefits of his language knowledge, as well as the power of Web 2.0 technologies:

Just spoke to the father of the first miner expected up, Florencio Avalos. Father Alfonso says he is excited but anxious.
1,286,908,596,000.00 via web

Interpreters were also important in the international communication process of the rescue attempt:

The voice of an interpreter on hand to translate the words of the miners and rescuers for the English-speaking audience watching at home, could sometimes be heard directing the miners to get out of the way of the camera set up to beam images across the planet.
http://www.nowtoronto.com/daily/story.cfm?content=177177

Interpreters were also used to communicate Presidential speeches abroad, and Chile's President, Sebastian Pinera, even showed up or own PM by speaking to him in fluent English.

All in all languages were at the heart of international affairs. So if you want to get ahead in the world - learn languages!

European Week of Languages Videoconference

On the 28th September 2010 we (a year 8 French class) conducted a videoconference with our partner school in France: Lycée André Maurois in Elbeuf, near Paris. We focused on the topic of careers - the chosen topic for European Week of Languages. This was not the first videoconference we have done jointly with our French partner school, and so this time the official language was English. The French side asked us questions about our future career choices and whether that would need languages or not. Our answers formed a listening exericise that they completed the other side.

Here are some of the pupil reviews...

Lara: On the 28th of September 2010 we had a video conference to France. We prepared answers to the questions they asked us. We answer these three questions in English we took it in turns to answer. I enjoyed getting the chance to see how alike our two schools are. All in all it was a great opportunity.

Holly: …I feel a bit more confident about speaking out loud to other people now. …It was cool to see what schools are like in different countries. … I gained a lot out of the video conference and I would love to do it again some other time!

Anna: … I found out what it was like to talk to somebody French, and it was interesting to hear how they spoke English. It was the first time I had seen a video conference with France.

Frederica: It was good practice to speak to them in English and speak loudly and clearly because this skill will probably be used in your job when you are older.

Emilia: The video conference was a lot of fun and a great experience to see how they learn languages in other countries like France. I would most definitely like to do another conference with the school in Elbeuf again as it was a very amusing and unique experience.

Freya: I found the video conference really interesting because we got to hear real French people speak to us and hear their accents! It was also a really good opportunity because we could answer questions and the class felt involved in the link between the schools. I really enjoyed it because I have never spoken or heard a French student before and also I found it was a really fun activity in class and a good way to learn.

Eleanor: …it was very interesting to hear how the French speak our language. I have learnt to speak clearly when speaking to people and I have also learnt that it is important to have your answers prepared … Also, that you should not speak into your book and that you should speak directly into the camera.

Olivia: The video conference was a great opportunity for us to practise public speaking…

Sophie: … I have now learnt how to speak clearly and slowly so people can understand you and also how to keep eye contact with that person through the web cam.

Grace: I would definitely like to do this again because it was really fun and is a good way of learning French pronunciation.

Ella: I think the video conference, was a very fun and educational experience. It gave us the opportunity to practice speaking to real French people, and it taught us how to speak at a steady pace and confidently.

Zara: I really liked taking part in the video conference as I enjoyed listening and speaking to French people... I also liked the fact you can have a link with a school so far away.

Molly: Even though it was in English it gave us a chance to see what other schools in different countries are like and their similarities and differences. Over all it was a great opportunity and I really enjoyed it… I would love to do it again.

Abigail 2: I think that the video conference was a brilliant experience; it gave us a chance to speak to some French people inside school as well as getting to use some new technology.

Katya: I think the video conference was educational and…it is better if you look directly at the camera and watching it back I can see this is the mistake that most people made.

Jessica: I enjoyed the video conference a lot because it was a good experience talking to different students from another country.

Year 8 voki project

Year 8 class talking about their hobbies in French. ( Miss Figueira)


Get a Voki now!


Get a Voki now!


Get a Voki now!


Get a Voki now!


Get a Voki now!

Year 6 Induction day 8 July 2010

Today we welcome those year 6 students who will be with us in year 7 in September for an induction day. Our current year 7's have written some post cards for them to welcome them into the school and their future MFL studies. Here are some examples...

Win a Trip to Galicia!

The Spanish Tourist Office and the Consejería de Educación have launched a competition on the Camino de Santiago. The competition is open to primary and secondary school teaching staff in UK schools providing Spanish as a foreign language.
Entries should consist of ideas to develop school projects and activities aimed at disseminating the history, geography and cultural legacy of the “Camino de Santiago”. Entries must be submitted by the 28th of September by e-mail to info.uk@educacion.es.

Prizes:
Schools submitting a proposal will receive a set of reading material.
The teacher presenting the winning project will be awarded a trip to Galicia for two people, including flights and accommodation for either
- A 7 day walking trip on the “Camino de Santiago inglés” (110 kms approx)
- or a 4 night stay to visit the cities of La Coruña and Santiago de Compostela.
The winner will be announced on the 31st of October 2010.

Further information is available from the websites of:
- Spanish Tourist Office
http://www.spain.info
e-mail: info.londres@tourspain.es
Tel. 0207 486 8077

Consejería de Educación
http://www.educacion.es/exterior/uk
e-mail: info.uk@educacion.es
Tel. 0207 727 2462

Additional information on El Camino de Santiago and Galicia:
Turgalicia
http://www.turgalicia.es
Xacobeo
http://www.xacobeo.es/en
The Confraternity of St James
http://www.csj.org.uk

Wiki Presentations Year 10 French

Today we started work on some oral presentations in year 10 French. We used a Wiki which had the task instructions on a welcome page, then the students had their own personal pages to write their preparation work on. Online based work means the teacher gets access to multiple students' work in one place and is able to see immediately at what stage the student is at. Student's can also see the work of their peers for ideas to improve their own. A "Comments" facility enables the students to ask questions to the teacher who can answer them directly. This provides another avenue of communication of the student were to be unable to find the teacher during the school day for example. The students were very motivated especially at the prospect of being able to peer correct each other's work. We will continue to experiment with capabilities of Wikis as the project develops. (We have kept the Wiki closed to public access for child protection purposes).

Madamoiselle Hardman

Spanish Essay Competition

Our Spanish GCSE students were invited to enter an essay competition organised by the Instituto Cervantes, in collaboration with the Consejería de Educación on the occasion of the International Book Day. The theme of the essay was the Don Quijote in your life.

Amy, in Year 11, entered this competition and her essay has been published in the Instituto Cervantes blog. Congratulations!!! This is the link

Flashmeeting Overcomes Volcano Hurdle

How exciting! As our Swiss German language assistant has been unable to return to the UK for the new term, due to the volcanic ash from Iceland cancelling her flight, many of our 6th formers have been left without the specific 1-to-1 input in the target language. However, to overcome this we have set up a test Flashmeeting videoconference today between Swiss German and the Weald of Kent students that were scheduled to meet with her today. Trouble shooting issues were over come, (sending out the Flashmeeting booking link to students and languages assistant alike, testing available headphones, and ensuring students were familiar with how to work the software) and a successful videoconference is taking place as we type...!



UPDATE: Feedback from the students suggests that Flashmeeting is an effective videoconferencing tool as the assistant could use the "Chat" function (instant messaging) to type any words that the students found difficult to understand from listening to the spoken word.

It definately created a buzz in the corridor as other students waiting for the next lesson could see the videoconference taking place.

We will be setting up a schedule of Flashmeeting videoconferences for the remaining time that our assistant will be away.

Successful Videoconference with France!

On the 31/03/10 we held a successful videoconference between the French and English sides of our French work experience exchange. We set up 15 web cams on our side, with the students sharing in pairs, whilst the French side used one web cam interchanging the students as they took their place to speak. Time was tight given the only mutually convenient time was 8.30 am to 9.00am that morning. However, 10 of the students from the Weald of Kent Grammar School held conversations in French with their corresponding partners in France. The English students used the time to ask questions in French to the French students about their on coming stay in France in June. At first the students were nervous to take part and speak on camera, however, they were eventually encouraging us to use as much of the time as possible to allow as many students to take part. All in all a successful videoconference which we hope to follow up with another before June so the French side can practise their English.

This has been a very successful use of our recent purchase of 15 web cams for the MFL department and we hope to integrate their use into other exchanges across the department. Videoconferences provide authentic language experiences for our students to develop their confidence with languages.

JAPAN TRIP FEBRUARY 2010

Going to Japan was a surreal cultural experience. The sites in Japan are unique and spectacular, the Buddah was especially amazing. Having stayed in Tokyo, Miyajima and Kyoto we experienced the hospitality of the Japanese people everywhere we went. As a group we were welcomed into their society and took part in several traditions and routines. Japan was the best experience, especially staying with the host families as you could get a real feel for Japanese culture, which was very different to England. The fact that you have so many different shoes to wear in houses and hotels and also the food was a new, exciting experience. Going to Japan was a trip none of us will forget.

Year 11 GCSE group

Year 9 French Assessment

Bonsoir 9D!

For your homework I'd like you to assess the below pieces of work (call them A, B and C going down the page). Please award each piece of work a mark according to the Edexcel writing assessment criteria (Communication and Content / 15, Knowledge and Application of Language /10, and Accuracy /5)Bear in mind that you only see this shapshot and they may have added other tenses / detail further down / on the otherside, but just go on what you see here. Merci!
Mademoiselle Hardman

Year 8 level 5-6 Spanish classwork

Today we have been analysing how we did in a recent piece of written classwork entitled ¿Qué hiciste?. Here are two examples. What level would you mark them at? If the mark is shown, do you agree? Why/Why not?

Videoconference second stage success!

Success! We have just completed another test videoconference with one of our partner schools in France. Last time it was from our home addresses to familiarise but this time we based ourselves at our respective schools. We were excited to find that both sides were able to load photos (excuse the picture of a bucket - it was just a test!) and URL's for the other side to see. This will be great when asking the French party of students to provide photos of where the English students will be staying and useful websites of their home town. Next step the conference itself!
Miss Hardman & Mr Oakley

9B Spanish Avatars

¡Hola! Today we have been setting up Avatars for future use with online projects. They form part of our awareness of being safe online. Here are the results for 9B!:

Videoconference Preparations

In the languages dept we have been practising with Flashmeeting - and online videoconference tool - in order to link with our exchange partners inbetween visits. Miss Sheehan and Miss Figueira have both been getting to grips with it, and Miss Hardman has been also practising with a teacher in France involved with the Elbeuf work experience exchange. Plans are in place to test the technology between the English and French school sites, with the student videoconference planned prior to our visit to France in June.

year 11 AS cinema project

Tomorrow we will be recording some cinema reviews in French

Il Neige!

Don't forget that there are useful links on the right hand side of this blog which give you access to language learning websites, daily news channels and exam board information etc... Plenty to keep you busy in those moments when the initial excitement about the snow is beginning to wane!

The MFL Dept

Comme d'habitude!

To start our year off we, in year 10 French 2.1, have been finding ways to remember various phrases and Claude François has helped us on our way! Good singing 10 2.1!