The best apéritif! Le meilleur apéritif!

C’est l’heure de l’apéro!!It’s time for the ‘apéritif’!

  1. Cet apéritif est tellement facile à préparer: This apéro is so easy to prepare!
  2. 2 tranches d’avocat: 2 slices of avocado
  3. Quelques crevettes: a few prawns
  4. Des bouts de jambon cru!: Pieces of harma pam!
  5. Ecrasez un peu d’ail et ajoutez: crush some garlic and add!

Sablés de Noël

Sablés de Noël

Pour environ 50 sablés:

  • 250 g de farine
  • 1 cuillerée à soupe de quatre-épices (ou de mélange d’épices à pain d’épices)
  • 125 g de sucre en poudre
  • 1 pincée de sel
  • 125 g de beurre
  • œuf

Tamisez la farine avec les quatre-épices.

Sieve the flour with the four spices

Dans un saladier, mélangez la farine, le sucre et le sel.

In a bowl, mix the flour, the sugar and the salt.

Ajoutez le beurre froid coupé en petits morceaux et travaillez l’ensemble du bout des doigts jusqu’à obtention d’une poudre fine.

Add the cold butter cut in little pieces and mix everything lightly until you get a fine powder.

Incorporez l’œuf et mélangez pour obtenir une pâte homogène.

Add the egg and mix until the dough is smooth.

Rassemblez-la en boule et emballez-la dans du film alimentaire; mettez-la à refroidir dans le réfrigérateur pendant une heure.

Wrap the dough in clingfilm and chill in the fridge for 1 hour.

Préchauffez votre four à 160°C. Preheat your oven…

Abaissez la pâte, puis découpez-la à l’aide d’emporte-pièces de différentes formes.

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