Amélie. This differentiated worksheet can be used with the first 50 minutes of the film, after which I let the students watch the remainder of the film without any worksheets to complete. There are Extra tasks in all sections to stretch stronger students. The timings are shown in brackets, therefore (0 - 3.11) means from the beginning until 3 minutes and 11 seconds at which point you pause the film and check the answers. I have included various extracts below to give you a taste of the worksheets. It starts with an introductory task. Extract: Divisez le mot énorme ! LefilmAmélieestunehistoired’amourquialieuàParisOnvoitl’enfanced’AmélieenbanlieueetplustardsavieàParis..... Extra extract: Lavied’AméliechangelesoirdelamortdeLadyDiquand... A. Recherche de vocabulaire (0 – 3.11). Cochez les mots que vous voyez : Extract: un journal une voiture une barbe une plage la Seine une rue la Tour Eiffel un lit des verres un avion du savon le Sacré-Cœur une tasse du dentifrice un spermatozoïde Extra extract : 1. L’histoire commence le _______________________ 2. Comment s’appelle le film en français ? ___________________ B. Vrai ou faux ? (3.11 – 9.12) Corrigez les erreurs. Extract: 1. Le père d’Amélie est coiffeur. 2. Raphaël Poulain n’aime pas son maillot de bain. 3. Il aime ranger sa boîte à outils. 4. Amandine Poulain aime ranger son sac à main. 5. Amélie ne va pas à l’école. Extra extract: 1. Comment dit-on « hard heart » en français ? ______________ 2. Comment dit-on « a heart defect » en français ? ___________ C. Mettez les phrases dans le bon ordre. (9.12 – 15.12) Extract: Amélie prend le train de la Gare du Nord : Ils mangent leur dîner : On voit les collègues et les clients d’Amélie au café : Amélie trouve une petite boîte à souvenirs : Extra extract: 1. Où se trouve le café ? 2. Comment s’appelle le chat de Philomène ? D. Choisissez la bonne réponse. (15.12 – 24.34). Extract: 1. Amélie habite au… a. rez-de-chaussée b. au sous-sol c. au troisième étage d. au cinquième étage. 2. La voisine d’Amélie y habite depuis… a. 1990 b.1945 c. 1964 d.1952 3. Collignon est… a. épicier b. chauffeur c. docteur d. mannequin Extra extract : 1. Comment dit-on « snowballs and chestnuts » en français ?

This PowerPoint starts by revising regular past participles and the conjugation of avoir. It then introduces the key irregular past participles. Expressions taught: J’ai fait du ski. (faire) J’ai bu un coca. (boire) J’ai vu la Tour Eiffel. (voir) J’ai lu un livre. (lire) J’ai pris une photo. (prendre) J’ai écrit une lettre. (écrire) J’ai dit bonjour! (dire) The first slide on irregular past participles encourages the students to actively engage with the new vocabulary: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings. They can then discuss the pronunciation and question each other before the teacher checks with the whole class using the next slides. The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. Slide 25 has pictures of all the phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Slide 26 can be used for revision during the next lesson. You may then wish to play one of my Perfect Tense battleships Games/ Lotto Grids to reinforce this content. Battleships Expressions: J’ai joué au foot et Tu as fini les devoirs et Il a vomi et Elle a perdu ses devoirs et On a regardé un film et Nous avons écouté la radio et Vous avez mangé des légumes et Ils ont vendu la voiture et Elles ont acheté des vêtements et j’ai fait de la natation. tu as fait de l’équitation. il a lu un livre. elle a bu une limonade. nous avons pris des photos. vous avez vu la Tour Eiffel. ils ont voulu faire la vaisselle. elles ont dit au revoir.

Metacognition/ Learning To Learn PowerPoint Description I led a School Improvement Group looking at Metacognition, or put more simply Learning To learn. I was concerned that my language classes were not developing efficient and effective ways to memorise new vocabulary and grammatical structures. As a consequence I created this PowerPoint presentation, which I have used with all my classes from years 7- 13 (UK)/ grades 6 to 12. I find it particularly powerful to show before assessments and show it regularly throughout the academic year! It starts with the powerful statement: Intelligence is not fixed or unchanging. We can build intelligence. I then ask the students to discuss how they learn vocabulary and grammatical structures. Then there are some examples of mnemonics in Lingala, Chinese and French, followed by a French grammar analogy. Finally there are 2 slides of ideas for the students to try (which you may wish to print out) such as: Practice testing * You MUST DO THIS! Test and be tested by a friend/family member/ yourself. Write a challenging quiz e.g Millionaire, zondle, Kahoot, Tiny Taps… Teach someone or something (teddy bear will do!). We remember 90% of what we teach others. You may wish to print out some slides for display or perhaps share ideas with parents. Enjoy!

I have planned this lesson not only to teach vocabulary and facts about football, France and Euro 2016, but also to help the students to respond creatively to their learning and hopefully share their passion for football! The PowerPoint uses matching cards, colourful pictures and animations and YouTube extracts set to music to inspire the students. It is planned to use with students from Years 6-9 (the final task is very open-ended). Slide 2 states the objective: Objectif: To learn about Le Football & Euro 2016 and to respond creatively to your learning. Slide 3 has a YouTube link to follow to use with the attached worksheet. This uses the official UEFA promotional video (3 mins 57 secs) and the worksheet builds vocabulary, cultural and factual knowledge such as the locations of the stadiums, their capacities, cultural images and numbers of matches, volunteers, teams etc. The worksheet is differentiated with an Extra! challenge section. The answers are on the first page of the worksheet. Slide 5 introduces key vocabulary and can be used with the matching cards. The students should work in pairs/ groups to match the vocabulary and the picture using their previous knowledge, cognates and a process of elimination. Vocabulary: Le joueur de foot Le gardien de but L’arbitre Le stade Le ballon de foot La coupe Un drapeau Une équipe Un carton jaune Le terrain de foot Un maillot de foot Des chaussures de foot The activity is differentiated as follows: All: Match Up! Most: Perfect Pronunciation Challenge! Some: Quick Fire Questions! (Here the students quiz each other: French to English, English to French, spellings, accents…..). Slides 6 to 17 show each word and the matching picture and colourful animations. Slide 18 has all the pictures for a quick recap. Then there is graded questioning: Slides 19 to 30 have A, B, C multiple choice questions. Slides 31 to 44 are “What’s missing?” slides. Then slide 45 has a YouTube link to the official song and video (3 mins 49 secs) and students should note down new nouns and adjectives expressing the emotions they see and feel (if they don’t know the French they can grab a dictionary later!) The creative challenges are presented on slides 45 and 46, this is to either create an acrostic, a calligramme or a poem (there is a poem template provided). This information is also on the accompanying worksheets. Slide 47 provides the opportunity for reflection. I really hope you and your students enjoy these resources!

This PowerPoint focuses on what one used to do at primary school. Qu’est-ce que tu faisais à l’école primaire? Expressions taught: Je dessinais. Je chantais. J’apprenais à lire/ écrire/ compter. Je faisais du ski. Je jouais au foot. J’écoutais des histoires. Je parlais avec des copains. The first slide encourages the students to actively engage with the new vocabulary: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings. They then discuss the pronunciation (PPC = Perfect pronunciation Challenge). Stronger students then match the endings to the subject pronouns. The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides are vrai- faux questions. Then there are "what's missing?" slides. The final slide has pictures of all the phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Having familiarised the students with these key phrases slides 28 and 29 focus on eliciting the formation and the endings for all subject pronouns. Slide 31 looks at the irregular verb être and the final slide covers all the information taught. This can be printed out and stuck into student's books. The use the role play.

This simple 5 slide PowerPoint elicits the formation of the Conditional Perfect Tense. My students found this a challenging 15 minute warmer activity to test their knowledge of the conditional perfect tense. I gave out mini-whiteboards and gave them 20 seconds to choose the correct answer. Choisissez la bonne phrase au conditionnel passé A. J’aurais fini B. J’aurait fini C. J’aurais finie D. J’aurai fini Enjoy!

This short 4 slide PowerPoint can be used to elicit the formation of the Future Perfect tense. You may wish to follow this with my Battleships Game to re-enforce the learning. Battleships Expressions: Quand j’aurai fait mes devoirs Lorsque nous aurons joué au tennis Dès que vous serez retourné(e)(s) de vacances Aussitôt que tu auras écrit la lettre Une fois que j’aurai bu mon café je me coucherai. j’aurai faim. mon frère fera du VTT. nous irons en ville. ils feront les magasins. je serai fatigué(e). Battleships Game Instructions The students love this competitive and fun game! I use this battleships game (which can also be used as a lotto grid) to help students to practise their pronunciation and to reinforce new vocabulary and grammatical structures. Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

To help my A Level students to consider French stereotypes I show them the fabulous Cliché! by Cédric Villain on YouTube and ask them to complete the worksheet. I have been pretty sneaky in the wording of the questions to test a range of vocabulary and grammatical structures! Examples of questions. 1. a. La plupart des Français ne portent que des rayures, un foulard rouge, un béret et une baguette. b. Tous les Français portent des rayures, un foulard rouge, un béret et une baguette. c. Les Français portent souvent des rayures, un foulard rouge, un béret et une baguette. 2. a. Les Français n’habitent qu’à Paris ou sur la Côte d’Azur. b. La moitié des Français vivent à Paris. c. Beaucoup des Français demeurent à Paris ou sur la Côte d’Azur. 3. a. Quelques Français ont une vue de la Tour Eiffel. b. La majorité des Français ont vu la Tour Eiffel. c. Tous les Français peuvent voir La Tour Eiffel de chez eux.

This PowerPoint presents the following expressions with avoir and regular past participles: J’ai joué au foot. J’ai regardé la télé. J’ai écouté de la musique. J’ai mangé un gâteau. J’ai fini mes devoirs. J’ai vendu ma voiture. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. Then there are "what's missing?" slides. The final slide has pictures of all the phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Slide 21 asks: J’ai joué au foot. This sentence is made up of 2 key ingrediants. What are they? Elicit from the students: J’ai = the form of avoir. joué = the past participle. Slide 22 elicits the conjugation of avoir. Finally use slide 23 to elicit the formation of the past participles (I write the rules on the board). Battleships Expressions: J’ai Tu as Il a Elle a Nous avons Vous avez Ils ont Elles ont joué au foot. regardé la télé. écouté de la musique. mangé des gâteaux. fini les devoirs. vendu la voiture. Battleships Game Instructions Firstly I ask the students to work independently in pairs to translate the expressions and discuss pronunciation. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. Enjoy!

I made this flowchart to help my students form the perfect tense for regular past participles, irregular past participles, verbs that take être and negatives. The second slide also includes reflexives. I thought it would be great to create a Perfect Tense machine, hence the Perfectatron! I print out a colour copy for each student to stick in their books. You may wish to use this with my Perfectatron Challenge Worksheet. The Perfectatron Challenge! This sheet should be completed using the Perfectatron with avoir, être and negatives. Students work through the following challenges, then we check them together as a class. All: I entered (m)= ______________________________ I fell (f) = ______________________________ You (informal, m) arrived = ______________________________ He went = ______________________________ She went = ______________________________ We went out (mixed group) = ______________________________ They stayed (group of girls) = ______________________________ They entered (mixed group) = ______________________________ I read = ______________________________ He said = ______________________________ They drank = ______________________________ We learnt = ______________________________ She saw = ______________________________ I watched = ______________________________ You (formal/plural) finished = ______________________________ He played = ______________________________ She listened to = ______________________________ We chose (choisir) = ______________________________ Most: Create complex sentences using: MRS VAN DER TRAMP verbs: ______________________________¬¬¬¬-_________ Irregular verbs with avoir: ______________________________¬¬¬-_______________ Regular verbs with avoir: ______________________________________________ Some: Create a complex, negative sentence for: MRS VAN DER TRAMP verbs: ______________________________¬¬¬¬-_________ Irregular verbs with avoir: ______________________________¬¬¬-_______________ Regular verbs with avoir: ______________________________________________ Mega Challenge: See some, but now using a range of tenses, adjectives and opinions. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Expressions: Je m’entends bien avec lui. Je ne m’entends pas bien avec elle. Je fais mes devoirs chez moi. Nous avons joué au tennis avec elles. Je vais faire du VTT avec eux. Je voudrais travailler avec toi. Lui, il est égoïste! Pierre est plus pénible que vous! Il est allé en ville avec nous. You may choose to have different levels of challenge. For example, Level 1 = match the cards and discuss the pronunciation. Level 2 = match the cards , discuss the pronunciation, identify the teses and then have quick fire questions from French to English, whereby 1 student closes their eyes and their partner reads out the French cards which the student must translate into English from memory. Level 3 = As Level 2 but the quick fire questions are from English to French. Following checking there are 2 fun games to play, either pelmenism or a game I learnt in Japan called Karuta. In Karuta the students put the English language cards to one side and spread out the French cards in front of them. I then say the English and the students compete to touch the correct French card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. The students love this game!

These resources are designed to be a fun end of term lesson! The students learn vocabulary and facts associated to the Tomatina as well as revising food, clothing and colours. There are colourful slides with pictures and animations, differentiated activities, links to short YouTube extracts, a worksheet and a creative task to finish. The first slide says: In celebration of the humble tomato! (at this point the students do not know that they are learning about La Tomatina!) Slide 2 is the warmer: All: Match the words and pictures. Most: AND identify the food that involves tomatoes! Some: AND name other tomato-based food/ dishes! Vocabulary includes: una pizza una paella un bocadillo el gazpacho * Having checked these recipes, ALL can contain tomatoes! Slide 3 says: Of course, there are other things you can do with tomatoes….. Click on the YouTube link which takes you to a brilliant RayBans Tomatina advert (2 mins 47 secs). Slide 5 then states the lesson objective: Objetivo: To learn facts and vocabulary related to the La Tomatina. All: Will learn 7 new facts and Spanish words. Most: Will learn 9 ... Some: Will learn 10+ ... Slide 6 should be used in conjunction with the YouTube link and worksheet: All: Watch the Tomatina advert and choose the correct answer! Most: Tick the things you see and the words you hear. Some: Write down other objects and words in Spanish that you see and hear. The YouTube link (1 min 21 secs) advertises the Tomatina and is a short cartoon narrated in Spanish. You may wish to show this a couple of times. Example question: 1. The Tomatina takes place in… A. Valencia, España. B. Sevilla, España. C. Buñol, España. Examples of vocabulary to tick: el mundo el sol la luna una palmera un estadio una iglesia un piano Slide 7 states: You are now going to design your own Tomatina outfit! All: Match the Spanish and the picture! Most: Perfect Pronunciation Challenge! What other items of clothing and accessories can you name? Some: Quick Fire Questions! * Here the students quiz each other English – Spanish, Spanish – English, spellings….. Vocabulary includes: Una camiseta Unos pantalones Unos zapatos Slide 8 : All: Will draw your Tomatina outfit and label the clothing and accessories in Spanish. Most: AND will write the colour: REMEMBER word order and adjective endings. Some: AND include the material. Use your imagination…. You could be a Tomatina superhero, a Tomatina ninja… You decide! The students then grab dictionaries and design, label and finally present/ share their work. The final slide is for reflection. Enjoy!

Spanish PowerPoint presenting holiday destinations and transport. Vocabulary: ¿Adónde vas de vacaciones normalmente? Voy a la costa. Voy a la sierra. Voy al campo. Voy a un pueblo. ¿Cómo vas? Voy en coche. Voy en avión. Voy en tren. Voy en autocar. Voy en ferry. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Slide12 has pictures of all the new vocabulary. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If it’s the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! The next section of slides have verdad o mentira questions. Then there is a ¿Qué es? slide.

French - English Matching Cards: Rendez-vous! Expressions: Oui d’accord. Je veux bien. Ça dépend. Je ne peux pas. Je suis désolé(e) mais je sors avec ** samedi. Je regrette mais je dois rester à la maison. J’aimerais mieux aller à la patinoire. OK ! On se retrouve où ? Je ne suis pas libre. Ça ne me dit rien Yes, okay. I’d really like to. It depends. I can’t. Sorry, but I’m going out with *** on Saturday. Sorry, but I have to stay at home. I’d rather go to the ice rink. Okay! Where shall we meet? I’m not free. I’m not interested. You may choose to have different levels of challenge. For example, Level 1 = match the cards and discuss the pronunciation. Level 2 = match the cards , discuss the pronunciation and then have quick fire questions from French to English, whereby 1 student closes their eyes and their partner reads out the French cards which the student must translate into English from memory. Level 3 = As Level 2 but the quick fire questions are from English to French. Following checking there are 2 fun games to play, either pelmenism or slap the card. Battleships Expressions: Tu veux aller.. Ça te dirait d’ aller.. Tu as envie d’ aller.. On pourrait aller.. Si on allait.. au théâtre demain soir? au cinéma le week-end? en boîte la semaine prochaine? à la plage samedi? aller au concert cet après-midi? en ville le week-end prochain ? Instructions Firstly I ask the students to work independently in pairs to translate the expressions and discuss pronunciation. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory.

Expressions: Sous Sur Entre À côté de À gauche de À droite de Devant Derrière The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. Then there is a asking students to translate the new expressions: English to French and French to English.

This PowerPoint presents the following exchange expressions: Tu peux me prêter..? un baladeur/ un iPod? un dictionnaire? un parapluie? un réveil? du dentifrice? une brosse à cheveux? The first slide encourages the students to actively engage with the new vocabulary: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings. They then discuss the pronunciation and question each other before the teacher checks with the whole class. The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. The final slide has pictures of all the phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Then use the slide to ask Qu’est-ce que c’est? You may wish to reinforce this with my battleships/ lotto game: Expressions: Tu peux me prêter un/une J’ai oublié mon/ ma J’ai acheté un/ une Je vais acheter un/ une J’ai besoin d’un/ une iPod. dictionnaire. parapluie. réveil. dentifrice. brosse à cheveux. Battleships Game Instructions Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation.

These cards revise key negative expressions. I have also included a range of tenses to stretch stronger students. Expressions: Je ne joue jamais au rugby. Je ne fais pas de musculation. Je ne suis pas sorti(e) avec mes amis. Je n’ai jamais vu ce film. Je ne vais plus faire de yoga. Je ne vais pas manger de chocolat. Je ne mangeais que du pain. Je ne faisais jamais mes devoirs. You may choose to have different levels of challenge. For example, Level 1 = match the cards and discuss the pronunciation. Level 2 = match the cards , discuss the pronunciation and then have quick fire questions from French to English, whereby 1 student closes their eyes and their partner reads out the French cards which the student must translate into English from memory. Level 3 = As Level 2 but the quick fire questions are from English to French. Following checking there are 2 fun games to play, either pelmenism or a game I learnt in Japan called Karuta. In Karuta the students put the English language cards to one side and spread out the French cards in front of them. I then say the English and the students compete to touch the correct French card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. The students love this game! I have used this one slide warmer many times and found it works really well both as a 15 minute starter and as a plenary activity. Give each student a mini whiteboard.Click on the PowerPoint and the students will see a sentence to unjumble and an extension task to change the phrase to a different tense. E.g. au pas je tennis joue ne. Extra: perfect tense. Give the students 20 seconds to figure out and write down the answer, then click on the PowerPoint to reveal the answer: Je ne joue pas au tennis. Je n’ai pas joué au tennis. Other phrases on the slide are: fais ne je voile pas de. Extra: perfect tense. Je ne fais pas de voile. Je n’ai pas fait de voile. ville jamais ne il va en. Extra: future tense. Il ne va jamais en ville. Il ne va jamais aller en ville. d’équitation plus ne je fais. Extra: would no longer like…(conditional). Je ne fais plus d’équitation. Je ne voudrais plus faire d’équitation.

As there are many cognates I have included different countries, cities and tenses to increase the level of challenge for stronger students. This PowerPoint presents the following expressions. Je vais à Bruxelles à vélo. Je vais au Portugal en voiture. Nous allons au Danemark en taxi. Je suis allé(e) à Londres à pied. Je ne suis jamais allé(e) en Allemagne à moto. Je suis allé(e) à Athènes en avion. Je vais aller aux Etats Unis en aéroglisseur. Nous sommes allé(e)s aux Pays-Bas en bateau. J’aimerais bien aller en Suisse en car. Nous sommes allés à Lisbonne à mobylette. Je vais à Paris en Eurostar. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. All: translate the transport. Most: Also translate the country/city. Some: Also translaate and identify the verb/tense. The next slide has pictures of all the phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Finally there are "what's missing?" slides. English - French Dominoes Expressions: Je ne vais pas voyager à mobylette. Je prends le bus car c’est pratique. J’aime prendre la voiture car c’est vraiment bien. J’adore prendre le métro car c’est rapide. J’ai voyagé en bateau car ce n’est pas cher. J’aimerais prendre l’avion car c’est rapide. Je vais voyager à moto. Je voudrais prendre le train. Nous sommes allés à Bruxelles en car. Nous allons à pied car c’est bon pour la santé. Je n’ai pas voyagé en taxi. Je ne voyage pas en Eurostar. These matching cards can be used either to elicit the modes of transportation or to revise previous learning. You may choose to have different levels of challenge. For example, Level 1 = line up the dominoes and discuss the pronunciation. Level 2 = As level 1 and then have quick fire questions from French to English, whereby 1 student closes their eyes and their partner reads out the French cards which the student must translate into English from memory. Level 3 = As Level 2 but the quick fire questions are from English to French. Following checking the students can play a game I learnt in Japan called Karuta. In Karuta the students spread out the dominoes in front of them. I then say the English and the students compete to touch the correct French card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. The students love this game!

Expressions: Un dessin animé. Un jeu. Une émission sportive. Une émission pour les jeunes. La météo. Les informations. Un documentaire. Un film. Un feuilleton. The first slide encourages the students to actively engage with the new vocabulary: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings. They then discuss the pronunciation and question each other (QFQs = quick fire questions) before the teacher checks with the whole class. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. The final slide has pictures of all the phrases where you can ask: Qu’est-ce que c’est?. This can also be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Battleships: Expressions: J’aime la météo parce que c’est intéressant, J’adore les feuilletons car c’est super, J’aime bien les informations parce que c’est intéressant, Je regarde les documentaires, c’est génial, Je préfère les dessins animés, c’est amusant, par contre je déteste les films. mais je n’aime pas les jeux. par contre les émissions de sport, c’est nul ! mais je déteste les émissions pour les jeunes. Battleships Game Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible.

Expressions: Está en el norte. Está en el este. Está en el sur. Está en el oeste. Está en la costa. Está en el campo. Está en la montaña. Está en el centro. Está en un pueblo. Está en una ciudad. This presentation presents ""Where you live" in Spanish. The first slides have each place in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. Then there is graded questioning. Firstly there are multiple choice slides followed by what's missing memory game slides. You can also use the final slide to play a game of "beat the teacher" to revise the learning at the end or during the following lesson. Beat the teacher is played like this: The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins!