Differentiated worksheet to practise emphatic pronouns. Content: The emphatic pronouns are listed in French and English. Moi Toi Lui Elle Soi Nous Vous Eux Elles EXAMPLE CONTENT: A. Emphatic pronouns are used after prepositions e.g. Je m’entends bien avec elle = ______*students write in the English Je m’entends bien avec lui = __________________________ Sans vous = without _______ B. Emphatic pronouns are used for comparisons e.g. Je suis plus grand qu’elle = ____________________________________. Elle est plus drôle que lui = ____________________________________. C. Emphatic pronouns are used for emphasis e.g. Moi, je suis travailleur, mais toi, tu es paresseux ! = ___________ Moi, je veux une glace = ____________________________. D. They are also used on their own e.g. Qui a un chat? Toi! Lui! Elle! Moi! = _____________________. Exercice A. Complétez et traduisez en anglais. 1. Je m’entends bien avec ______ (them). = ________________. 2. Je ne m’entends pas avec _____ (him). = ________________. Extra (extension task): 1. La femme est derrière ______ (us). = ____________________. 2. David Beckham est plus mignon que _____ (him). = _________. 3. Angelina Jolie est plus intelligente que _____ (her). = ________. Extra extra !: Écrivez 7 phrases en utilisant des pronoms disjonctifs. Write 7 sentences using emphatic pronouns. (Try to use a range of tenses and adjectives and write complex sentences).

This 8 slide PowerPoint introduces the Past Historic. Use it to elicit translations and to present information about it's formation and irregular verbs. I use this PowerPoint slide to revise the Past Historic. I give students mini-whiteboards and they choose the odd-one-out. Examples: je parlai je finis je répondis je vais j’aurai j’allai nous finîmes il but j’eus ils eurent j’ai eu vous eûtes * watch out for the made-up verb at the end!

I use this PowerPoint to introduce the Subjunctive: It starts with 3 slides of examples where I elicit the English. Then it explains that: The subjunctive is not a tense, but an alternative form of the verb which has to be used in certain circumstances. The next slide states: Grammar books usually refer to it as the subjunctive mood as it often conveys a particular mood e.g. sadness, joy, anger, doubt, uncertainty. The following slide elicits the formation for regular verbs and the final slide introduces the je form of key irregular verbs. The students must match up the infinitive and the je form.

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!

Expressions: J’ai chaud, j’ai froid, j’ai faim, j’ai soif, j’ai envie de vomir, j’ai envie de dormir, j’ai de la fièvre, j’ai un rhume, j’ai la grippe, j’ai le rhume des foins. 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 for the first 6 expressions. 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. Then the process is repeated for the remaining expressions. 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 1 slide PowerPoint can be used to teach the alphabet and to play Beat The Teacher! The teacher points to a letter and says a letter in French. If it is the correct letter the students all repeat it. If its the wrong letter the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Brilliant for contrasting G & J and E & I! Battleships Game: (this includes the french pronunciation of the letters) 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 of the letters. I 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 letter from the horizontal line and then a letter from the vertical line. Where the 2 letters meet up is the square you have chosen. I use the second sheet (without pronunciation help) to further challenge the students: they should place this on top of the first version and then try to play the game pronouncing the letters correctly as far as possible from memory. I allow the really weak students to have the first sheet next to the second sheet so they have lots of support, stronger students are allowed a few “sneaky peaks” at the first sheet and the really strong students aim to refer back to the first sheet 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. The "I spy with my little eye...." one slide PowerPoint can be used as a simple 10 minute French warmer/ starter activity. I get the students to play this in small groups practising not only classroom vocabulary, but also thinking more imaginatively e.g. clothing, colours and vocabulary such as "hair" and "eyes." Therefore this can be used with a variety of year groups. Then we play as a whole class. Enjoy!

This sheet has a range of expression to support students creating a French Wanted Poster either in class or as homework to practise adjectives for physical description. Phrases given include: Recherché = wanted Récompense = reward Mort ou vif = Dead or alive Euros = euros Il/Elle s’appelle… = He/ She is called Il/ Elle a *** ans = He/ She is *** years old. Son anniversaire est le…. = His/ her birthday is on the… There are 3 levels of challenge to extend the more able students whilst supporting those who are weaker.

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!

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!

I found a great short film (2 mins 20 secs) on YouTube about the history of the Olympic Games, I love the stylised presentation and have created a series of exercises which I hope will make the French commentary accessible to the students. There is a step-by-step PowerPoint to accompany the worksheet (the answers are both on the PowerPoint and on the worksheet). Slide 2: states the lesson objectives: Objectif: To develop your listening skills and to learn facts and vocabulary related to the history of the Olympic Games. This is differentiated into all, most and some. The first worksheet has 3 goals: All: Match the names and the pictures. Most: AND Put the countries in the order that they appear/ are mentioned. Some: AND Match the date to the correct person. To prepare for these tasks the students are told to: All: Discuss how you would pronounce the names with a French accent! Most: AND be able to translate all the countries. Some: AND be able to say all the years in French. Names include: Pierre de Coubertin, Jesse Owens, le dieu grec Zeus, Tommie Smith Countries include: Le Brésil (Rio de Janeiro), La France (Paris), La Grèce (le temple de Zeus), Dates include : 1894, 8ième siècle avant Jésus Christ, 1968 Slide 4 says: Now you will listen to and watch the short film. Remember, you are only picking out key information. Don’t worry if you don’t understand all the French you hear! Also use the images you see, your logic and previous knowledge to help. You will listen and watch twice, maybe more if your teacher agrees! Slides 5, 6 and 7 have the answers. Slide 8 gives instructions to prepare the students for the next listening task. First is to complete Exercise B which is an English to French match up of vocabulary and phrases that the students will need to in order to understand and answer the multiple choice questions. French vocabulary/ phrases include: 1. Les Jeux olympiques antiques. 2. Le pancrace, la course, le tir. 3. Les tremblements de terre et les inondations. 4. Les femmes. Slide 9 repeats the advice on Slide 4. There are 11 multiple choice questions. Examples of questions: 1. Les Jeux olympiques antiques ont été organisés en l’honneur… A. de Pierre de Coubertin. B. du dieu grec Zeus. C. de l’Empereur Théodose 1er. 2. Parmi les sports aux Jeux olympiques antiques ont été…. A. Le pancrace, la course et la boxe. B. Le pancrace, le tennis et la natation. C. Le pancrace, l’équitation et le tir. Slides 10, 11 and 12 have the answers and finally slide 13 provides the opportunity for reflection.

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. Mon école est vieille/ moderne. C’est une école mixte. Il y a 2500 élèves. Il y a soixante salles. Il y a une bibliothèque. Il y a une cantine. Il y a un centre sportif. Il y a dix labos. Il y a un terrain de sport. Il y a douze salles d’informatique. 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 “either **** or ****?” 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! The worksheet have a French to English match up of the new expressions. This is followed by a gap-fill where the words needed to fill in the gaps are jumbled up in brackets after the gaps (except for the school name). E.g. Mon école ____________ (aes’plple) __________________________. C’est une _________ (iieellv) école mixte près du centre-ville. ______ (y il a) environ deux mille cinq cents ________ (éèlevs) Then there is a further gap-fill which covers related topics about favourite subject, the school day etc.E.g. Some : Remplissez les blancs: L’école commence à ____________ (ithu hseeur) et demie. Chaque cours dure ______ (nue) heure. J’apprends treize ____________ (esmèrtia). J’adore ________ (sanlg’lai) car c’est ______ (rstè) intéressant, mais nous avons beaucoup de _________ (irdeovs). The final extension task is to: Écrivez 7 questions difficiles sur les textes! There is also a 4 slide PowerPoint with the answers.

This 7 slide PowerPoint can be edited to describe your school. The slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. It presents the following phrases: Mon école/ collège/ lycée! Mon école s’appelle *** C’est une école…. …mixte. …moderne. …bien équipée. C’est une vieille école. I l y a 14 élèves dans ma classe. Il y a 900 élèves en tout. L’année scolaire commence début septembre et finit fin juin. Les cours commencent à 9 heures et finissent à 15 heures 40. Il y a sept cours par jour. Un cours dure une heure. La récréation dure vingt minutes. Le déjeuner dure quarante minutes. J’ai une heure et demie de devoirs tous les soirs. Je prépare un examen qui s’appelle le GCSE.

This colourful and fun PowerPoint presentation presents various daily routine activities including many reflexive verbs. You may wish to show my reflexives PowerPoint having presented this and then play my reflexives battleships game! Vocabulary: Me despierto Me levanto Me ducho Me visto Desayuno. Me lavo los dientes. Me peino. Me acuesto. 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 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! Battleships Instructions Phrases: Me despierto Me levanto Me ducho Me visto Me lavo los dientes Me acuesto a las seis y cuarto. a las cuatro y cuarto. a las siete y media. a las ocho menos cuarto. a las nueve menos diez. a las siete y veinte. 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. I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

This series of worksheets accompany the fabulous and quirky French film Belleville Rendez-Vous, which links nicely to Le Tour de France. There are warmer activities and differentiated questions such as tick what you see and putting statements into the correct order for the students to complete. This should take about 3 lessons, great towards the end of term!! Example questions: Exercice B: Vrai ou faux? 1. Quand Champion était jeune il jouait du piano. 2. Quand Champion était jeune il aimait les trains. 3. Bruno aimait les trains. 4. Le film a lieu après 1937. 5. Champion n’aimait pas faire du vélo. 6. Plus tard Madame Souza est devenue entraîneuse. Exercice C : Mettez les phrases dans le bon ordre (1 – 11): Champion se couche : Madame Souza passe l’aspirateur : Bruno rêve (X2) : __ & __ Le Président parle du Tour de France : Des gangsters chassent Champion : Champion mange son dîner : On est au Tour de France : Le camion est en panne : Il s’entraîne en écoutant un disque : Champion monte la montagne : Extra : 1. Comment dit-on « Long live the Republic ? » 2. Comment dit-on « long live France ? » 3. Combien de fois est-ce qu’on voit la Tour Eiffel ? 4. Champion se couche à quelle heure ? 5. Quelle est la date de la photo de Bruno et Champion à la Boule ? 6. Le 17ième étape de la tour de France, où a-t-elle lieu ? 7. Comment dit-on « broom wagon ? » Enjoy!

Expressions: Les métiers! acteur/ actrice chanteur/ chanteuse serveur/ serveuse vendeur/ vendeuse coiffeur/ coiffeuse infirmier/ infirmière médecin musicien/ musicienne footballeur programmeur/ programmeuse mécanicien/ mécanicienne pilote d’avion, professeur, secrétaire, au chômage. 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!

These resources are designed to give the students a taste of the thrilling Le Mans ambience and an appreciation of the prestige, dangers and challenges of the event! It uses exciting YouTube clips, colourful slides, matching cards, a video worksheet and a poem/writing template to imagine being a driver in Le Mans. A great end of term lesson! Slide 2 states the objective: Objectif: To learn facts and vocabulary related to Les 24 heures du Mans. All: Will learn 7 new facts and French words. Most: Will learn 9 new facts and French words/ phrases. Some: Will learn 10+ new facts and French words/ phrases. Slide 3 is the warmer and lesson hook. It asks : Qu’est-ce que c’est Les 24 Heures du Mans? There is then a link to the fantastic 1 mins 25 sec trailer for The Journey to Le Mans. The students can then share facts and French vocabulary which they already know. The students then match 9 x English- French cards with facts about Le Mans e.g. Les 24 Heures du Mans sont une course automobile d'une durée de 24 heures. Le Mans est dans le département de la Sarthe en France. La première course s’est déroulée en 1923. Elle est une des courses les plus prestigieuses au monde. Slides 5-11 allow you to run through the information on the cards and elicit the English. Slide 12 links to the worksheet in the resources. The students match French-English vocabulary: 1. Un mécanicien 2. Le podium 3. Un accident 4. Un casque 5. Le coucher du soleil 6. Le lever du soleil 7. Le drapeau à damier 8. Une voiture hybride 9. Un pneu 10. La nuit They then watch the Michelin 2015 Le Mans Highlights (3 minutes 14 secs), ticking the vocabulary they see (I’ve added a couple of additional words to the worksheet). The extension task is to list other things they see. Slide 14 is to be used with the (more detailed) support sheet. It sets out the final creative task: All: You are a Le Mans racing driver! Write a poem/ account of your 24 hours at Le Mans! You may wish to use the suggested template below: Il est 14h59. J’attends. Je suis prêt/ prête. Je suis calme. (time + verb + adjective) Il est 15h00. Le Tricolore! On commence! Je suis confiant/ confiante. Je suis fier/ fière. Il est 22h00. Le coucher du soleil….. Most: Build in negatives e.g. je ne dors pas. Some: Build in: adverbs e.g. parfois and toujours… connectives e.g. et, mais, cependant… other tenses e.g. je voudrais + infinitive. The final slide then gives the opportunity for reflection. I hope you enjoy using these resources!

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 ?

Expressions: Le football. Le tennis. Le rugby. Le ping-pong. Le surf. La voile. La natation. Le vélo. Le skate. Le patinage. L’équitation. 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!

Expressions: Je regarde la télé. (regarder) Je danse. (danser) Je joue sur une console. (jouer) Je surfe sur Internet. (surfer) J’écoute de la musique. (écouter) Je retrouve des amis. (retrouver) Je vais au cinéma. (aller) Je vais à la pêche. (aller) 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 each 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 "Qu’est-ce que c’est?" 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!

Spanish Battleships Game / Lotto grid numbers 1-20 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 second 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 second 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!