You will find my resources here in 2 sections:

  • prior to 2016 when I would teach
  • from June 2018 when I started working as the National French Adviser

Before you start clicking on the links, please read the following points:


1) I don’t know how helpful my resources will be to you! What I’m saying here is neither negative or positive. I’m stating a fact. I know they will be useful to you to some extent because you will get exposed to units of work you have not discovered before but that extent needs to be seen/tested/heard. There are so many conditions for a successful unit to unfold that my resources only cannot guarantee effectiveness. What is your emotional state in mind when you walk into your classroom? What linguistic, social and personal skills have your students reached? How much of an immersion style have you put in place in your class? The list of questions could go on and on and I’m sure you’re getting my point by now. You have a teaching corpus and you have the spirit of a teaching corpus. How much of that spirit will you embrace? How much flexibility and insight will you demonstrate? Using a resource is one thing. Fully understanding the nuances and implications of a resource is another kettle of fish. Start turning on the kettle of open-mindedness and you may catch the elusive fish of understanding, ha!

Because I’m an idealist and a pragmatist, here is my message in a nutshell. My resources are only as good as you make them to be! Enjoy the good bits you feel, you see, you read in them!

2) If I were to start teaching again, I would make my unit plans shorter (between 8 and 10 lessons instead of 12 to 15) and I would include way more pictures to support the instructions given to students. Also, some old units of mine may have skipped a few priming tasks to build up their capacity to complete the main task.

Hey, I’m being honest. No one has perfect resources. Perfection is a word that was invented by someone who wanted to make him/herself feel superior to others. A resource is always a roadwork in progress. Despite all the shortcomings, I am adamant that you will find some good stuff in them (here’s my pragmatist “to the point” me surfacing again!). Just change what you need to change and make sure that you are still completing sections of your roadwork!

3) There are a few resources where I have used someone else’s work. There are very few of them. I couldn’t find who created them and so if I am using one of your pieces of creation and you want me to remove it, please let me know and I shall oblige without further a do. If you want me to add your name to the resource, I can too.

I believe that creation is not just the work of one person coming out of the block from nowhere but the result of layer after layer of other people’s labour. Where would the Roman heritage sit in historical terms if they had not developed the art and science of capturing the best from the cultures they conquered? How proud would the Aztec legacy be today had they not pilfered the knowledge and customs of the Toltec, Zapotec, Mixtec and other cultures before them?

What’s my pragmatist me saying here? I am thankful to the amazing teachers before me and around me who have inspired me to use their resources and create my own.

4) When I left my school in 2016, there were resources I couldn’t download. Similarly, when I created my Google folder for you, there were videos I couldn’t download, sites I couldn’t have access to, resources I didn’t an electronic copy of.

Pragmatic me is saying: “If all the resources are not provided, well, tough, make them up, use your own, c’est la vie!

5) My final point is about sharing forward. I know you have heard of the paying forward concept which was made popular by the movie “Pay it forward” with Kevin Spacey, Helen Hunt and Haley Joel Osment back in 2000. Well, let me add a new concept for you. Share it forward! And I’m not talking about sharing it forward with 3 people as it purported in the novel by Catherine Ryan Hyde. Let’s be bolder. Why stopping yourself after 3 people? Really?!

Share it with the NZAFT, share it with the IF Profs, share it with me so I can share it forward to my list of networks, share it with any teacher who comes across your way. Whatever new unit or tweaked unit you are going to set up from one of my units, do not attempt to feel egotistic and keep in the wonderful you in your resource! You have gifts, you have a different way of seeing and creating resources from others, you have a present for everyone. As you are aware of the dual semantic meaning of “present,” give it now! Offer your gift! There is always an opportunity to do good and make your fellow colleagues’ profession richer.

Pragmatic me (a combination of Mini me in Austin Powers, a minion in Despicable me and Confucius!) says: “Share forward whatever new resource material you are creating.


PS: only a few resources are written in English. Go through the titles of the units by yourself and if there is one that you would like to find out more about and your command of French is rather limited, go and ask a French speaker to go through it with you. That would be another way to engage with the language. Meet up with a French-speaking person and have a great time sharing a moment together!

1) Resources prior to 2016 by year level:

Year 7-8-9 and above:

Year 10 and above:

Year 11 and above:

2) Resources created from June 2018 when I started working as the National French Adviser


My time away from teaching from the end of 2016 to June 2018 has changed me. I will not go into the details of these changes for now but I am now a lot more interested in the well-being of both teacher and students.

As teachers, we spend a lot of time focusing on the pedagogical content of our lessons and that is fantastic. I believe that we should also concentrate on a crucial part of the teacher-student relationship which is what happens inside the teacher and student. I’m referring to the bigger human picture (the students’ holistic education) as opposed to the smaller picture of just language cognition. I staunchly think that the well-being of both parties at the emotional, nutritional and physiological level matters a great deal for a successful learning outcome to happen.

That is why I’ve created some Task-based units which aim at a deep transformation of both the teacher and students. My mantra would be: “Let’s kill two birds in one stone.” What a horrible quote by the way! It should say instead: “Let’s kill two cockroaches in one stone.”  Anyway, getting back to my point, the idea behind those units is to improve the well-being of every participant in the classroom in order to have a more powerful educational outcome.

Let me stress here that those units are experimental. I haven’t used them in a classroom context and they are to be taken with a grain of salt. In each unit, you will find a list of international references backing up the experiment. If you were to implement some or all of those units, I would love to have feedback. Please share (forward) your feedback! That would be very very much appreciated!

Other resources you will discover below are more mainstream tasks and will hopefully be as exciting to you.

A) Here is what I facilitated at the Immersion day on Sunday the 8th of July just before the NZALT conference in Auckland. It is a mixture of

Immersion day fun photo

  • fun theatersports activities to get learners to speak in French
  • 3 task-based units (as we were short of time, only the first task was presented):
    • “Une routine du matin pour donner le meilleur de moi-même”
    • “Je suis génial(e) aujourd’hui encore plus que jamais”
    • “Comment retrouver son énergie ou son calme par l’EFT”

Click on the link below:

B) From the 6th of August to the 17th of August, I had the privilege to be part of the ILEP roadshow touring several destinations and delivering workshops.


I facilitated two workshops and you will find them both in English and French:

  • The 2 most important settings to create a Task-based unit
  • Differentiation by process: a strategy to support vocabulary learning

Click on the link below: