This 5 slide PowerPoint can be used to elicit the possessive pronouns. You need to print out the 3rd slide for the students to fill in.

Expressions: Vous avez… une chambre pour une personne une chambre double/ avec un grand lit une chambre avec lits jumeaux de libre, s’il vous plaît? Pour… une nuit. deux nuits. une semaine. une quinzaine de jours. Pour… une personne. deux personnes. deux adultes et deux enfants. Il y a…. WC une douche une salle de bains une télévision ...dans la chambre? Je voudrais aussi une chambre accessible aux handicapés. Je suis en fauteuil roulant. Il y a… un restaurant un ascenseur un parking une piscine ....à l’hôtel? The slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill.

This lesson teaches students about the French Revolution and how a Fête Nationale/ Bastille Day/ Le 14 juillet is celebrated. It uses colourful slides, images and animations, 3 YouTube links, matching cards and karaoke! A fun end of term lesson! Slide 2 states the objective: To learn facts and vocabulary related to La Révolution Française and La Fête Nationale! All: Will learn 7 new facts and French words. Most: Will learn 9 . Some: Will learn 10+ . Slide 3 presents the following vocabulary: Le clergé La noblesse Le Tiers-État Le roi La reine La Bastille (une prison) La guillotine Le Tricolore It is differentiated: All: Match the French and the picture (there are some English words to help!). Most: Perfect Pronunciation Challenge! Some: Share what you know about La Révolution Française. Slides 4 – 11 show each word with images and animations so you can drill the new vocabulary. Slide 12 has all the pictures for each new word. Then there is graded questioning: Slides 13 – 20 show an image and provide 2 possible answers. Slides 21- 30 are “What’s missing?” slides. Slide 30 is to be used in conjunction with the French worksheet and the YouTube video (in English) The French Revolution In a Nutshell (2 mins 50 secs) which is a cartoon-style clear and concise summary – really fun! Then the students watch the video: All: Complete Exercise A. Most: AND Exercise B. Some: AND note down any additional facts and French vocabulary. * The answers are on the first 2 pages of the PDF. Extract examples of questions: A. Cochez les choses que vous voyez: le Tricolore un canon le monde Le clergé la noblesse le Tiers-État B. Choisissez la bonne réponse: 1. Avant la Révolution il y avait trois rangs : A. La reine, le roi et le Tiers-État. B. Le clergé, la noblesse et le Tiers-État. C. Le roi, le clergé et la noblesse. Slide 32 states: Pour fêter La Fête Nationale il y a des défilés militaires. Le défilé le plus célèbre a lieu sur l’Avenue des Champs-Élysées. Le soir il y a des feux d’artifice, des concerts et des bals. And there is a link to an English language commentary of Bastille Day celebrations on YouTube (1 min 34 secs). Slide 33 explains the Marseillaise and sets out the task (using English and French matching cards): Slide 34 has the Marseillaise in English and French. Slide 35 is a Marseillaise Karaoke slide and links to YouTube. Finally Slide 36 provides time for reflection. I hope you enjoy these resources!

Spanish PowerPoint introducing sports with practicar: Practico la vela. Practico la natación. Practico el ciclismo. Practico el patinaje. Practico la equitación. Practico el atletismo. Practico el esquí. Practico el hockey (sobre hielo). Practico la gimnasia. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Slide 11 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 multiple choice questions. Then there are "¿Qué es?" slides. Enjoy!

I use this 20 minute activity to practise the 12 and 24 hour clock with my students. Each student has a mini-whiteboard. The task is clearly differentiated into: All: Draw the time in analogue and/or digital. Most: Unjumble the Extra time. Some: Change both times into the 24 hour clock I give them 30 seconds to attempt to do as much as possible. Click the PowerPoint to reveal the unjumbled and 24 hours clock answers below.

Expressions presented: Je vais manger de la soupe. Je vais boire un thé. Je vais faire du foot. Je vais aller à la piscine. Je vais faire du sport. Je vais regarder la télé. Je vais surfer sur Internet. Je vais aller au café. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the formation and to drill. The next slide is a Beat The Teacher game slide; 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 there are "what's missing?" slides. The next slide has pictures of all the phrases. Use slide 22 to elicit how to form the near future tense. Use slide 33 to elicit the different forms of aller. You may wish to follow this with my French Battleships Game/ Lotto Grid: Near Future Tense. Expressions: Je vais Tu vas Il va Elle va On va Nous allons Vous allez Ils vont Elles vont manger des tartines. prendre du poulet. boire un thé. faire du sport. surfer sur internet. aller au café. 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. Enjoy!

Vocabulary presented: le français. L’anglais. L’espagnol. L’allemand. L’arabe. Les maths. L’informatique. La géographie. L’histoire. La religion. La musique. L’art dramatique. Le dessin. La technologie. Le sport/ l’EPS. Les sciences: la chimie. Les sciences: la physique. Les sciences: la biologie. As there is a lot of vocabulary I have presented it in 2 groups, each followed by graded questioning. The first slides have the phrase and a picture for each of the first 7 subjects. Use this to elicit the pronunciation, the English and to drill. Then there are "what's missing?" slides. Then the next 11 phrases are presented followed by multiple choice slides and a Qu’est-ce que c’est? slide. 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! Battleships: Expressions: J’adore le/ la/ les Je déteste le/ la/ les Ma matière préférée, c’est Je suis fort(e) en Je suis faible en Je suis nul(le) en dessin (le) français (le) sport (le) géographie (la) histoire (l’) musique (la) maths (les) Instructions Firstly I ask the students to work independently in pairs to translate the expressions and discuss the 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. During the game I circulate the classroom checking pronunciation.

The presentation starts by revising what the infinitive is and what conjugation is. Slide 4 can be used to elicit the conjugation of aimer, which you can then drill. Use slide 5 to come up with the rules. Slide 6 can be printed off and used to set the students a writing task. French Battleships/ Lotto Grid: Present Tense of -er verbs (jouer) + hobbies. Expressions: Je joue Tu joues Il joue Elle joue On joue Nous jouons Vous jouez Ils jouent Elles jouent au tennis. au ping-pong. aux cartes. de la guitare. au baby-foot. de la batterie. 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!

As cities and countries are very straight-forward I have built in a range of verbs to increase the level of challenge. Expressions: Je vais à Londres en Angleterre. Je suis allé(e) à Édimbourg en Écosse. Je vais à Swansea au Pays de Galles. Je voudrais aller à Dublin en Irlande. Nous allons à Berlin en Allemagne. Je vais visiter Athènes en Grèce. Je suis allé(e) à Berne en Suisse. 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. 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 27 can be used for revision in the following lesson. The Millionaire game test whether the students remember to use à, en or aux + country/ city. I give the students mini-whiteboards to play this. As an extension ask the students to translate the initial phrase and identify the tense. E.g Slide one question: Je vais… Options: à Bruxelles. en Bruxelles. au Bruxelles. aux Bruxelles.

Expressions: Il fait beau. Il fait chaud. Il fait froid. Il fait gris. Il y a du soleil. Il y a du vent. Il pleut. Il neige. Il y a du brouillard. Il gèle. Il y a de l’orage. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. I also elicit a gesture for a game of Simon Says at the end! 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 36 can be used for a re-cap in the next lesson. French - English Matching Cards Expressions: Au printemps il y a du vent et il fait gris, mais parfois il fait beau. En été il fait chaud. En automne il pleut. En hiver il neige et il gèle. Au printemps au nord de la France il fait froid. À Paris, en été il y a du soleil. Il y a du brouillard en automne. Il y a des orages en hiver. 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! This activity lasts around 15-25 minutes depending on how many games you play.

This is my go to warmer activity when I need something quick, fun and energising! For each slide I take about 5 minutes. There are 14 different slides of tongue twisters in this PowerPoint. I show the slide and give the students 30 seconds to discuss the pronunciation and see what words they can translate. I then pounce on students to elicit the pronunciation and translation. Then I gradually drill the tonguetwister, bit-by-bit. When the students can recite the whole tonguetwister I challenge them to say it 3 times as fast as possible and then either ask for volunteers or pounce on individual students. Often the shortest tonguetwisters e.g. Seize chaises sèchent! are the most difficult. Enjoy!

This is a short 5 slide PowerPoint to teach students that nationalities can be masculine or feminine. Battleships Expressions: Soy argentino/ argentina y Eres australiano/ australiana y Es chileno/ chilena y Soy cubano/ cubana y Eres escocés/ escocesa y Es español/ española y soy estadounidense. eres galés/ galesa. es inglés/ inglesa. soy irlandés/ irlandesa. eres mexicano/ mexicana. es paquistaní. 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 Spanish version and then try to play the game saying the Spanish phrases as far as possible from memory. I allow the really weak students to have the Spanish version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the Spanish version and the really strong students aim to refer back to the Spanish 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!

Spanish PowerPoint introducing school vocabulary: classroom, library, cafeteria, dining hall, principle's office, gym, laboratory, playground, sports fields,toilets, assembly hall, staff room. 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 where I have removed some letters of each expression. The final slide 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 4 slide PowerPoint elicits and explains what the infinitive and conjugation are and then the conjugation of avoir. Expressions: J’ai une trousse et Tu as un taille crayon et Il a une règle et Elle a des ciseaux et On a des feutres et Nous avons des bâtons de colle Vous avez des classeurs et Ils ont des calculatrices et Elles ont des sacs et j’ai les yeux bleus. tu as les yeux noisette. il a les yeux verts. elle a les cheveux blonds. nous avons les cheveux longs. vous avez les cheveux frisés. ils ont un chat. elles ont un frère. Battleships Game Instructions 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. 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. During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Matching Cards: Expressions: J’ai deux sœurs. Tu as les cheveux blonds. Il a un grand chien. Elle a une voiture. On a un cheval. Nous avons une belle maison. Vous avez un poisson rouge. Ils/Elles ont les cheveux marron. 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 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 = The quick fire questions are from English to Spanish. Then play pelmenism.

Expressions: Je porte…un tee-shirt un sweat un polo Je vais porter…un pull une chemise un blouson/ une veste J’ai porté…un pantalon un jean un short Il faut porter…une jupe une robe une cravate Je voudrais porter…des chaussettes des baskets des chaussures J’adore porter…des sandales des bottes une casquette The first slides have the phrase and a picture for the first 9 items of clothing. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. Then there is a "qu'est-ce que c'est?" slide. The next slides present the remaining vocabulary followed by a Beat The Teacher game slide: 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. Slide 20 can be used to re-elicit all the clothing items. Battleships Expressions: Je porte J’adore porter J’aime porter Je n’aime pas porter Je déteste porter un jean bleu. un pantalon noir. une jupe verte. un pull rouge. une robe bleue. des chaussettes jaunes. 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. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

There are 3 resources: 1. A "discussion mat" of general phrases for lively debate including: Tu es d’accord? = Do you agree? Je suis d’accord = I agree Je ne suis pas d’accord = I disagree Attend! = Wait! C’est ridicule! = That’s ridiculous! Tu es fou/folle?! = Are you crazy?! Ce n’est pas juste = It’s not fair! Tu plaisantes? = You must be joking/ are you joking? Check the pronunciation of these expression first. 2. A template to give opinions of clothes (colours included). Opinions: moche(s) démodé(e)(s) cool joli(e)(s) chic sophistiqué(e)(s) décontracté(e)(s) habillé(e)(s) pratique(s) sportif/ive(s) I ask the students to discuss the translation and pronunciation of these expressions. Extension: discuss and/or look up additional opinions. 3. A PowerPoint of various outfits. Simply pair up/ group the students (I find similar abilities work best together for this activity) and give them 1 minute to debate the outfits. Encourage the stronger students to come up with spontaneous phrases and to ask you for additional vocabulary/ phrases as necessary. It takes a little while to set this up thoroughly, but I loved watching the students expressing a range of opinions and really engaging with the material!

Cards: These English - Spanish matching cards can be used either to elicit the formation of the near future tense or to revise previous learning. Phrases: Voy a arreglar mi dormitorio. Vas a salir con tus amigos. Va a ir de compras. Vamos a montar en bicicleta. Vais a hacer el deporte. Van a montar en monopatín Voy a ir a la pista de hielo. Va a ir a un parquet temático. You may choose to have different levels of challenge. For example, Level 1 = match the cards, discuss the pronunciation and the formation. Level 2 = match the cards and then have quick fire questions from Spanish to English, whereby 1 student closes their eyes and their partner reads out the Spanish cards which the student must translate into English from memory. Level 3 = The quick fire questions are from English to Spanish. 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 Spanish cards in front of them. I then say the English and the students compete to touch the correct Spanish card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. Battleships: Expressions: Voy a Vas a Va a Vamos a Vais a Van a escuchar música. jugar con mi Playstation. montar en bicicleta dormir. salir con mis amigos. ir de compras. 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 and discuss pronunciation. I then check the translations and drill 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 Spanish version and then try to play the game saying the Spanish phrases as far as possible from memory. I allow the really weak students to have the Spanish version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the Spanish version and the really strong students aim to refer back to the Spanish version as little as possible. During the game I circulate the classroom checking pronunciation.

This is a pack of 14 PowerPoint slides of Spanish Tongue-twisters. I use these as a quick warmer activity at the beginning of lessons. I elicit the meaning and pronunciation of the words and then drill the students, gradually building up until we can say the whole tongue-twister. I challenge the students to say the tongue-twister 3 times in row as fast as they can and then ask for volunteers or choose individual students to say the tongue-twisters followed by praise and possibly awarding a house point! This is a great warm up activity that students of all ages love!

These Spanish - English matching cards can be used to revise previous learning of physical descriptions. Phrases: Soy bajo. Es alta. Es alto. Soy de talla mediana. Tengo el pelo rubio y ondulado. Tiene los ojos azules. Tengo pecas. Llevo barba, bigote y gafas. 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 and then have quick fire questions from Spanish to English, whereby 1 student closes their eyes and their partner reads out the Spanish cards which the student must translate into English from memory. Level 3 = The quick fire questions are from English to Spanish. 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 Spanish cards in front of them. I then say the English and the students compete to touch the correct Spanish card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. Battleships expressions: Tengo el pelo rubio y Tengo el pelo castaño y Tengo el pelo corto y Tengo el pelo largo y Tengo el pelo pelirrojo y Tengo el pelo rizado y tengo los ojos azules. tengo los ojos verdes. tengo los ojos marrones. llevo gafas. llevo barba. llevo bigote. Instructions 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 and discuss pronunciation. I then check the translations and drill pronunciation. 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 Spanish version and then try to play the game saying the Spanish phrases as far as possible from memory. I allow the really weak students to have the Spanish version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the Spanish version and the really strong students aim to refer back to the Spanish version as little as possible. During the game I check pronunciation.

This is a PowerPoint presentation describing types of transport to school using the verb llegar. It also includes pronto, a tiempo and tarde. The first slides present each mode of transport with the phrase and picture. Use these to elicit the pronunciation, the English and to drill the expression. Then there is graded questioning: choosing the correct answer from a selection of choices. Finally there are "what's missing?" slides. The last slide can be used to re-cap or prehaps for a game of Beat The Teacher 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!