Humeur : mood

La légende de l’ image dit:

The caption:

Don’t talk to me until I’ve finished my coffee!

Etre de bonne humeur: to be in a good mood.

Il est de mauvaise humeur ce matin!:

This morning, he is in a bad mood.

Grumpy: grognon

Tu es de meilleure humeur: you are in a better mood!

Calme toi: calm down

Dis maîtresse maîtresse!!

Le casque, on le met sur quoi?…la tête

Le film documentaire ” Dis maîtresse maîtresse ! ” est un coup de cœur de la MAIF. Il montre le quotidien d’une classe de maternelle dans la périphérie de Lyon. Un regard de cinéaste sur le travail de sa fille, Géraldine Pochard, la maîtresse des tout-petits.


In the French classroom: schemes of work and grammar

It is difficult to maintain a well-balanced and exciting scheme of work not only in languages but in all subjects. Not the least because a scheme of work is a ‘living’ thing. You want it to be a tool to guide your colleagues so it has to be fairly attractive and easy to use with files to match. Also it has to be differentiated and it should include SEN and Gifted and Talented files as well. Did i say files to match?

The schools financially secure allow their heads of languages to use the e-products matching the GCSE and A-level  courses. The others wait for teachers to drop what they prepare in the Shared Area, a difficult task that requires the Head of Department or a Second in charge to check them and advertise them. It is difficult to manage because as you know, the Head of Department has other responsibilities. One of the beauty of the teaching profession is its creativity. Nobody wants to teach a lesson using standard files that somebody else created five years ago so all responsible teachers will spend invariably a huge amount of time designing their ‘own’ files. The schemes of work are then neglected, only reviewed when in the worst scenario, management declare that the drop in the grades mean that there is a flaw somewhere.

Improving the scheme of work sessions can lead to controversy. One trend is the yes or no to grammar, again! This time, some departments decide that they will not teach formally KS3, the plural form of verbs!  The excuses they give are ridiculous, 1- year 7 cannot cope with the pressure 2- they are too difficult to remember  3- it’s too hard. So figure out a cohort of year 10 that cannot conjugate a regular verb. Fortunately, wise and strong head of departments will lead their colleagues and insist that verb endings are learnt in the younger years. Fair enough it takes a bit of time and it is part of homework routine but the result is worth it! You know where I stand, what do you think? Teach verbs from the Je to the ils or not?

Here is a powerpoint I added this morning in my TES shop, free for you to download.

Histoires drôles et courtes

Quelques blagues!

Un employé se rend au bureau du responsable paie et lui montre son chèque:
– Il manque vingt dollars sur mon chèque du mois, dit-il.
– C’est exact, mais vous oubliez que vous avez reçu vingt dollars de trop la semaine dernière. C’est curieux, mais vous ne vous êtes pas plaint à ce moment-là?!”
– Une erreur, ça va, je peux passer dessus, répond le gars, mais pas deux d’affilée!

Pourquoi les fleuves débordent-ils, mais pas la mer?
– Parce que dans la mer, il y a des éponges.

Quand un diplomate dit oui, ça veut dire peut-être.
Quand il dit peut-être, ça veut dire non.
Et quand il dit non, ce n’est pas un diplomate.

Il y a les états totalitaires qui disent “tais-toi !”
Et les états démocratiques qui disent “cause toujours !”