Spanish PowerPoint introducing Christmas Vocabulary: Un belén Un àrbol de navidad Papá Noel Un regalo de navidad ángeles Un pavo un villancico un reno Un muñeco de nieve 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! This is a simple lotto game practising the numbers 1-20. Students choose 4 numbers and then I go through the PowerPoint, counting the number of different festive items with the students in Spanish. * Note I count the carol singers as 6! Please note this doesn't cover all the numbers from 1-20, but when I've played it with my classes I've had a winner in all but 1 game!

As there are many cognates and this is aimed at slightly older students I have included a range of tenses. Expressions taught: Je voudrais voir un dessin animé. Je ne regarde jamais les jeux. Mon frère préfère les émissions sportives. Quand j’avais onze ans j’aimais les émissions pour la jeunesse. La météo ne m’intéresse pas. Les informations sont ennuyeuses. Hier soir j’ai vu un documentaire. Avant de faire mes devoirs j’ai vu un film. Je vais regarder 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 before the teacher checks with the whole class. it is differentiated as follows: All: Pick out and translate the TV programmes. Then translate the full sentences. Most: Identify the tenses. Perfect Pronunciation Challenge! Some: QFQs! (QFQ = Quick Fire Questions - the students quiz each other on the new phrases). 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 is a "Qu’est-ce que c’est?" slide. This final slide has pictures of all the phrases. 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!

This PowerPoint elicits the translations and therefore the rules of Demonstrative Adjectives and Demonstrative Pronouns. When I show the question slide I put the students into groups to discuss the answers for a minute before checking using the following slide. For example the first slide asks: Ce garçon = ? Ces garçons = ? Cette femme = ? Ces femmes = ? Cependant, il faut dire «cet homme.» Pourquoi? And the second slide reveals the answers and gives you the opportunity to discuss the rules. The fourth slide asks and answers: Parfois on dit «cet homme-ci» ou «cette femme-là.» Pourquoi? The fifth slide moves onto deminstrative pronouns and asks: Ceci and cela/ça = ? Avez-vous considéré cela? = ? Je n’aime pas ça! = ? Ceci est precisement ce que je voulais = ? Qu’est-ce que ça veut dire? = The answers are on slide 6. Slide 7 asks: De toutes les robes que j’ai essayées je préfère celle-ci = ? Quelle est la différence entre ceci et celle-ci? ...and slide 8 presents the answers.

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 Who Wants To Be a Millionaire PowerPoint revises the Present, Perfect, Future and Conditional tenses. It can be used at the beginning of the year and throughout the year for revision. I give the students a mini whiteboard. The task is differentiated as follows: Tout le monde: Choisissez la bonne lettre. La majorité: Traduisez une autre phrase et identifiez le temps. Quelques personnes: Traduisez toutes les autres phrases et identifiez tous les temps. Enjoy!

This 7 slide PowerPoint revises the personal pronouns. Print out slide 3 for the students to fill in.

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. I use the second slide to drill the new vocabulary, for graded questioning or for the students to question each other: Spanish to English, English to Spanish and finally challenge the students to say all of the days of the week with their eyes closed. Worksheet: There are 3 sections: an English - Spanish match up, then a wordsearch and finally an unjmbling exercise (tell the students to do this from memory to stretch them!).

This is a fun way to introduce the holiday topic or to revise vocabulary. I have taken the end part of the Mr Bean's Holiday film where Mr Bean walks around the beach to the sound of La Mer by Charles Trenet. The YouTube link is on the sheet. The students have to watch the extract and tick the things they see from the following list: un palmier une caravane un embouteillage un auberge de jeunesse un hôtel une mobylette il pleut des planches de surf un parasol un transat des lunettes de soleil un terrain de pétanque un seau un requin la mer un pédalo des pistes cyclables des bateaux des serviettes de bain un terrain de golf un ballon de plage \une glace le volleyball un maillot de bain I show the extract twice and whilst most students check their answers the stronger students can then try to unjumble the song lyrics. Enjoy!

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.

PowerPoint Slide Expressions: au rez-de-chaussée cadeaux le rayon souvenirs les jouets parfumerie bijouterie électroménager les meubles rayon enfants la mode le sous-sol au premier étage librairie au deuxième étage à droite de alimentation à côté de entre en face de la papeterie informatique audi-visuel rayons femme rayon hommes A simple fun warmer game/ starter activity. Students line up in front of the interactive whiteboard in 2 teams. The teacher says the English word and the students race to slap the correct word first to win a point for their team. Then they move to the back of the line and the next 2 students step up. This could also be used for a game of bingo/ lotto. Battleships Expressions: Le rayon souvenirs est Les jouets sont Les imperméables sont Les parfums et la bijouterie sont Les meubles sont La mode jeune est au sous-sol. au rez-de-chaussée. au premier étage. au deuxième étage. à droite de la restauration rapide. à côté de la papeterie. 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!

Expressions: Des problèmes de l’environnement. Des papiers/ des ordures. Des mégots par terre. Trop d’emballage. La pollution. La destruction des forêts. La destruction des espèces rares. 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. 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 2 slide PowerPoint starts woth a slide inviting students to use their previous knowledge and deduction skills to: All: In pairs/ groups translate the days of the week into English. Most: Perfect Pronunciation Challenge! Some: Quick Fire Questions in pairs! E.g. How do you say,spell….? The second slide then shows the days of the week in order so you can drill and test the students. Worksheet: This worksheet has 3 sections: the first is a word match of English and Spanish days of the week. The next section is a wordsearch challenge. The final (extra) section for stronger students involves unjumbling a group of words to find the correct days of the week.

This information sheet presents the following information: Example EXTRACT: Plural of nouns. Normally we add an “s” e.g. un livre des livres. Nouns which end in s, x, z add nothing. e.g. un bois des bois. une vis des vis. Nouns ending –eau, -au and -eu add an "x" e.g un cadeau des cadeaux. un tuyau des tuyaux. The following nouns ending in –ou add an “x”: Un bijou des bijoux. Un caillou des cailloux. Un chou des choux. Others form the plural with –s e.g. un clou des clous. Nouns ending in –al and -ail form their plural in –aux. Un cheval des chevaux. But not un bal, un carnaval, un festival, un detail, un éventail where you add an “s” Watch out! Un œil deux yeux. Compound Nouns. Generally, verb + noun either add nothing (inv) or an “s” is added to the second part: e.g. un porte-crayon des porte-crayons. If the compound is of two nouns, both parts are made plural. e.g. un chou-fleur des choux-fleurs.

Spanish PowerPoint introducing opinions of free time activities. Vocabulary: I like, I love, I don't like, I hate, shopping, listening to music, dancing, playing video games, playing the guitar, reading, singing, watching TV, going on the internet, talking on the phone, cooking and going out with my friends. 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 complete the sentence questions (I have removed some letters). Then there is a ¿Qué es? slide with 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!

Expressions taught: Je suis... intelligent/ intelligente marrant/ marrante patient/ patiente courageux/ courageuse sympa sérieux/ sérieuse calme travailleur/ travailleuse généreux/ généreuse 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, the rules and to drill. Slide 12 recaps the original slide to allow you to check the student's comprehension. The next section of slides have mutiple 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! The final slide can be used for revision the following lesson. I usually use my French Battleships/ Lotto Grid Adjectives game after the presentation to progress into using the different forms of être: Vocabulary: Je suis Tu es Il est Elle est On est Nous sommes Vous êtes Ils sont Elles sont sympa. intelligent(s)/ intelligente(s). courageux/ courageuse(s). marrant(s)/ marrante(s). patient(s)/ patiente(s). travailleur(s)/ travailleuse(s). généreux/ généreuse(s). Battleships Game Instructions 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"!

This PowerPoint presentation presents adjectives (mainly colours) to describe pets. Vocabulary presented: amarillo/a, atigrado/a, azul, blanco/a, dorado/a,gris, marrón, negro/a, rojo/a, verde, grande & pequeño/a. 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 new vocabulary where you can pounce on unsuspecting students and ask ¿Qué es? This slide can also be used for a Beat the Teacher game, which the students love! (as can slide 14) 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! Enjoy!

For this 15 minute warmer/ starter activity I give the students a mini-whiteboard and give them 15-20 seconds to identify the odd-one out. I use this at the beginning of the school year and throughout the year for revision. It is possible that the students can come up with other possible answers and I enjoy challenging them to think outside the box! I just use the second slide, but you could use the first slide and ask the students to figure out the odd-one-out for all the phrases in teams. Adjectives, the odd-one-out and rules covered: beau mauvais gentil intéressant intéressant follows the noun ! jeune allemand vieux nouveau allemand follows the noun ! grande petite rouge importante rouge, because the others are made feminine by adding an “e”, rouge already has one! marron bleu olive bleu-clair bleu because the other adjectives are invariable as they are both nouns and adjectives or are hyphenated. fraîche verte fausse blanche verte is not an irregular feminine form i.e. it follows a pattern the others don’t : frais – fraîche, faux – fausse, blanc –blanche meilleur ancien cher propre meilleur because the others have one meaning if they are placed before the noun and another if they are after it. Ancien = former/ old, cher = dear (beloved)/ expensive, propre = own/ clean

As there are many cognates in transport vocabulary and this is aimed at slightly older students I have included a range of tenses. Expressions taught: Je vais à la piscine à vélo. Il va au syndicat d’initiative en voiture. Nous allons au club des jeunes en taxi. Vous allez chez des copains à pied. Ils vont à l’hôtel de ville à moto. Je suis allé(e) à la librairie en avion. J’irai aux Etats Unis en aéroglisseur. Quand j’étais jeune je voyageais en bateau. J’aimerais voyager en car. Nous sommes allés à la bibliothèque à mobylette. Il faut que j’aille à l’école en TGV. 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 7 Most: Translate 10 Some: Translate 11. When do we use à and en? PPC! (PPC = Perfect Pronunciation Challenge). The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The 14th 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 there are "what's missing?" slides.

I created this PowerPoint to share photos I had taken on a trip to Cuba and to revise the Preterite Tense. Phrases used: Fui de vacaciones a Cuba. Cuba es la isla más grande del Caribe. Pasé unos días en La Habana, la capital. Hay edificios antiguos, parques y monumentos. Lo qué más me gusté fueron los coches americanos de los años cincuenta. Hay música en todos partes. Músicos tocan salsa y están en todos los bares y restaurantes. Pasé un día en la playa. Hizo mucho calor, tomé el sol y descansé. También pasé unos días en el campo donde observé la naturaleza tropical. ¡Me encantó! I ran through the presentation giving time for the students to discuss the meaning and pronunciation in pairs before pouncing on them for their answers and drilling the class. Stronger students were also asked to discuss the formation of the preterite verb, including the infinitive it came from. The presentation could then be used a a template for the students to produce their own presentations about a Spanish-speaking country.

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.