I hope your students enjoy this colourful Halloween PowerPoint which I have created using some eye-catching animations! Expressions: Un fantôme. Une citrouille. Une chauve-souris. Un monstre. Un vampire. Un squelette. Un extra-terrestre. Une sorcière. 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 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!

Phrases: Excusez-moi je suis en retard. Je n’ai pas de stylo. J’ai oublié mon livre. Je ne comprends pas. Je ne sais pas. Je n’ai pas de partenaire. Ça s’écrit comment? J’ai fini. Je peux aller aux toilettes? Je peux changer de partenaire? There are some French – English matching cards and a 5 slide PowerPoint. Slide 1 gives the instructions: All: Match up the cards. Most: Perfect Pronunciation Challenge! Some: Quick Fire Questions! (Here the students quiz each other on the new phrases: French to English, English to French, spellings etc. I then let the students pay pelmenism/ slap the card. Slide 2 lists all the words in French so you can elicit the English and drill. Slides 3 and 4 cover the new expressions in stars and you can challenge the students to say the phrases. Slide 5 then uncovers all the phrases again.

This is a PowerPoint presentation describing after school activities. It includes a beat the teacher game. Phrases taught: Hago los deberes. Como en casa. Meriendo a las seis. Me divierto con mis amigos. Ceno a las nueve. Veo la televisión. The first slides have the phrase and a picture, use this to elicit the pronunciation, the English and to drill. Then there is a Beat The Teacher slide: How to play Beat The Teacher: 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! Finally their are What's missing? slides.

This is a really challenging warmer activity to test the student's knowledge of key quotations. I give them mini-whiteboards on which to record their answers. The task is differentiated into: Tout le monde: complétera les citations. La majorité: identifiera le personnage Quelques personnes: identifieront l’Acte Examples of quotations to complete: Cent hommes! Quel courage! Je suis un peu couvert d’éther. J’ai voyagé. Mais...que je n’entends pas pour la première fois ! (...) Le langage aujourd’hui qu’on parle et qu’on écrit, Ciel! Mes livres vénérés! Les vers de mes amis! Déchirés! Démembrés!

Expressions: Tu veux... télépnoner chez toi? manger quelque chose? boire quelque chose? prendre une douche? défaire tes bagages? te reposer? Oui, je veux bien, merci. Oui, s’il vous plaît. Non, merci, ça va. 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. It is differentiated as follows: All: Translate the expressions below. Most: Perfect Pronunciation Challenge! Some: Change each infinitive into the present, near future and perfect (past) tenses e.g. téléphoner: Je téléphone, je vais téléphoner, j’ai téléphoné. 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!

Expressions: Je m’entends bien avec ma mère car elle est gentille. Je suis toujours ouvert(e). Je ne suis pas toujours très drôle. Mon beau-père est un peu têtu. Ma mère s’est remariée et son mari est carrément cool. Le fils de ma belle-mère est plutôt pénible. Je voudrais être moins égoïste. Je vais être très sympa et généreuse. 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!

Expressions: J’habite avec ma mère. On a un pavillon de banlieue. Nous avons un mas à la campagne. Nous habitons ici depuis cinq ans. Il y a une cuisine. Au rez-de-chaussée il y a la salle de séjour. Hier j’ai fait mes devoirs dans le bureau. Il y a une salle à manger à côté du salon. Au premier étage il y a trois chambres. La salle de bains est en face de la chambre de mes parents. Ma chambre est à gauche de l’escalier. Le soir j’ai joué au ping-pong dans la salle de jeux. Dans l’avenir je voudrais habiter un appartement à Paris. Chez nous il y avait une piscine. Nous allons acheter une maison moderne. 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 there is 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!

I use these matching cards to build general vocabulary on the topic of education with my Year 12 students. Expressions: Le programme est très chargé. La permanence. Le baccalauréat/ le bac Un brevet. La seconde, la première, la terminale. Les grandes écoles. Une épreuve. S’inscrire à l’université. Le taux de réussite. Passer un examen. Réussir un examen. LV 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 use this dominoes activity at the beginning of the school year and throughout the year to revise a range of tenses: Present, Perfect, Negatives, Future, Near Future & Conditional. The expressions are in French and English. Expressions: J’habite ici depuis toujours Je suis allé(e) aux Etats-Unis. Je suis resté(e) aux Emirats Arabes Unis. J’ai lu un roman. Je n’ai pas fait de natation. Je mange du pain et de la confiture. J’ai travaillé à l’hôtel de ville. Je lisais des BD. Je voudrais voyager autour du monde. Je ne suis jamais allé(e) en Grèce. Je ne vais plus faire de yoga. Les gens étaient sympa. J’irai à Londres cet été. Je ne bois que l’eau. C’était génial ! Ce n’est pas marrant. All: Student line up the dominoes and discuss the pronunciation. Most: See above and identify the tenses. Some: See above and quiz each other: French to English and English to French. Following checking you could play a game I learnt in Japan called Karuta. In Karuta the students spread out the 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!

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. All: Translate 7/8 colours & PPC! Most: Translate 8/8 colours & PPC! Some: What other colours can you remember? How would you say blue trousers, a white shirt & some black shoes? Jaune Bleu/ bleue Blanc/ blanche Gris/ grise Marron/ brun/ brune Noir/ noire Rouge Vert/ verte The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the masculine/feminine rules and to drill. The next section of slides have multiple choice questions. Then there is 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!

This PowerPoint presentation gives examples of direct object pronouns using items of clothing. 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 using the individual slides followed by drilling. If you have a stamper facility on your interactive whiteboard, a fun game is to ask the students to recite the Spanish phrases over and over whilst you gradually cover the words in stampers e.g. smileys or apples making it more and more difficult – simple but fun! Another easy game is to send one student out of the room. The remaining class chooses a student to give a top secret signal – this could be a sound e.g. a deliberate sneeze or cough, or something visual e.g. an obvious stretch, zipping/unzipping their pencil case etc. The students then repeat the first phrase again and again until they see or hear the signal. The students then repeat the second phrase again and again until they see or hear the signal and so on. The student who has been sent out must then try to figure out who the secret signal giver is!

Presentation: As the musical instruments are very straight forward and include many cognates, I have built in a range of tenses too. Expressions: Je joue de la guitarre. Je vais jouer de la flûte. J’ai joué de la batterie. Il joue du piano. Je voudrais jouer du clavier. Nous jouons du violon. Je ne joue pas d’instrument. 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 next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next slide 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 is a Qu’est-ce que c’est? slide. Battleships. Expressions: Je joue de la guitare Il joue de la flûte Je vais jouer de la batterie J’ai joué du piano Nous avons joué du clavier de temps en temps. souvent. tous les jours. une fois par semaine. deux fois par jour. trois fois par mois. 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.

This PowerPoint consists of two slides to elicit the formation of the Imperfect Tense used to express what you used to do. The first PowerPoint slides instructs the students as follows: All: match cards. On these cards what do we use the imperfect tense to express? Most: What are the endings (you have to figure out some!): je, tu, il/elle/on, nous, vous, ils/elles. Some: Can you figure out how to form the stem? (no chance!). Perfect Pronunciation Challenge and QFQs! * QFQs = Quick Fire Questions where one student closes their eyes and the other quizes them in what is on the cards: English to French translations, French to English, formation etc. Tell them to come up with really challenging questions! The second slide has the answers! Matching Cards Expressions: Expressions: Quand j’étais jeune… Je jouais au cache-cache dans le jardin. Tu faisais du vélo sur le trottoir Il ne faisait pas de devoirs. Nous buvions de la limonade. Je voulais être pilote. Ils croyaient au Père Noël. Je regardais des dessins animés et je lisais des BD. They used to believe in Father Christmas. I used to watch cartoons and read comics. You used to cycle on the pavement. He didn’t use to do any homework. When I was young… We used to drink lemonade. I used to play hide-and-seek in the garden I used to want to be a pilot. You can also play pelmensim and slap the card.

This 9 slide PowerPoint elicits the use and formation of the Imperative and covers all the information required up to A level: Formation. Let's *** Irregular Verbs. Reflexives (including negatives). Imperatives with object pronouns. Use of the infinitive on instructions. Expressions: Finis ta boisson et N’oublie pas de te laver les mains et Allez tout droit et Allons acheter des glaces et Sois gentil(le) et ne les touche pas ! ne te lève pas. lève-toi. apporte-le-moi. réveille-toi. *ouvrir ici. 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!

These matching cards can be used to practise groupings of masculine and feminine nous. For example: FEM Continents, countries & rivers. matches with: L’Asie, la Suisse, la Thamise (but not Le Mexique, Le Rhone). FEM Fruits & vegetables. Matches with : Une carotte, une betterave, une poire. 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 whereby 1 student closes their eyes and their partner reads out the example cards and their partner must say the category from memory. Level 3 = As Level 2 but the quick fire questions are more challenging with one student saying the category and their partner saying the examples. Following checking you can play pelmenism.

I always break down the subjunctive into more manageable chunks when I teach it and this short PowerPoint introduces the subjunctive following expressions giving orders. Expressions: Commander que/ donner l’ordre que/ ordonner que = to order that Le roi ordonne que nous partions en vacances! Demander que = to ask someone to do something. Ma mère demande que je fasse la vaisselle. Exiger que = to demand that Le maire exige qu’il y ait plus de pistes cyclables. Tenir à ce que = to insist that Je tiens à ce que tu manges un autre gâteau! Interdire que = to forbid that La sorcière interdit que tu boives la potion magique! The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. 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 Game/ Lotto Grid: Expressions: Le directeur a ordonné que/ qu’ La loi interdit que/ qu’ Ils veulent éviter que/ qu’ Je souhaite que/ qu’ Elle aime mieux que/ qu’ tout le monde se rassemble dans la cour. on boive l’alcool dans la rue. on donne de l’argent aux institutions caritatives. les élèves fassent de la voile. nous ayons sommeil. elles aillent au septième arrondissement. Battleships Game 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.

Warmer: Cyrano and Roxane quotations: students divide into 2 columns: Cyrano and Roxane and then divide into Acts: Examples of quotations: Un pauvre garçon qui jusqu’ici m’aima Timidement, de loin, sans oser le dire. Je me suis donc battu, madame, et c’est tant mieux, Non pour mon vilain nez, mais pour vos beaux yeux. Il est fier, noble, jeune, intrépide, beau… Votre vengeance envers Cyrano, c’est peut-être De l’exposer au feu qu’il adore (...) Un homme comme lui de la faire enrager: Vous voulez le punir? Privez-le de danger. Le bonheur né de mon sacrifice.

This one slide odd-one-out warmer activity checks student's knowledge of the conjunctions which do and do not take the subjunctive. I give the students mini-whiteboards to record their answers on. They must write down the conjunction which does not take the subjunctive e.g. from a choice of: bien que quoique pour que parce que I use these English - French matching cards to revise key conjunctions which take the Subjunctive. Expressions on cards: Pour que/ afin que/ de façon que/ de manière que/ de sorte que À moins que…ne À condition que/ Pourvu que Avant que…ne En attendant que/ jusqu’à ce que Bien que/ quoique Non que Ce n’est pas que De crainte que…ne… De peur que…ne… Sans que 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 PowerPoint elicits the rules for position and use of the pronouns le, la, l' & les with the present tense. There are then 2 slides looking at pronouns and the Perfect Tense to extend stronger students. Expressions covered: Je le regarde. Elle la mange. On les écoute. Je l’adore Je l’ai lu pendant le voyage. Je l’ai oubliée Battleships Expressions: La télé? Je la regarde tous les jours. Les films de guerre? Je les déteste ! Le rap? Je l’écoute de temps en temps. Les bandes-dessinées? Je les lis souvent. La pizza? Je la mange une fois par semaine. La télé-réalité? Je l’adore! Les séries policières? Je ne les regarde jamais. Le jazz? Mon frère l’aime beaucoup. La gymnastique? Je la fais souvent. Les films d’arts martiaux? Moi, je les déteste! 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!

This quiz has 8 tricky questions and could be completed individually, in pairs or in teams.Examples of questions: 1. I went (f) a. Je suis allé b. Je suis allée c. J’ai allé d. J’ai allée 2. We went out a. Nous avons sortis b. Nous sommes sortis c. Nous sommes sorti d. Je suis sortie 3. She was born a. Elle a né b. Elle n’est pas née c. Elle est née d. Elle est né 4. They (mixed group) drank a. Elles sont bus b. Ils sont bus c. Ils n’ont pas bu d. Ils ont bu I use this role play to reinforce student's understanding of the Perfect Tense. Firstly I ask them to translate the expressions and to discuss the pronunciation before I check this with the whole class and drill any tricky phrases. I encourage stronger students to extend their answers, perhaps by including opinions. As the students work their way through the role play with different classmates I circulate correcting pronunciation and writing the most common pronunciation mistakes on the board before eliciting the pronunciation and drilling the whole class. Role play: A. Qu’est-ce que tu as mangé pour le petit-déjeuner hier ? B. J’ai mangé des céréales/ du pain grillé/ un croissant/ je n’ai rien mangé. A. Qu’est-ce que tu as bu ? B. J’ai bu un jus d’orange/ du lait/ du thé/ du café/ de l’eau minérale/ je n’ai rien bu. A. Tu as joué au foot hier? B. Oui, j’ai joué au foot hier/ non, je n’ai pas joué au foot. A. Tu as lu un livre hier ? B. Oui, j’ai lu un livre hier/ Non, je n’ai pas lu de livre. A. Tu as fait du vélo hier ? B. Oui, j’ai fait du vélo hier/ Non, je n’ai pas fait de vélo. A. Tu as fait tes devoirs hier ? B. Oui, j’ai fait mes devoirs/ Non, je n’ai pas fait de devoirs. A. Tu es allé(e) à la plage hier? B. Oui, je suis allé(e) à la plage/ Non, je ne suis pas allé(e) à la plage.