Use this worksheet to practise the grammar rules of using 'j'ai mal au genou' or 'j'ai mal à la tête', etc.

On the topic of 'saying where it hurts', pupils select the 6 correct answers – focus is on the grammar (j'ai mal au genou, etc). They reveal either a tick or a cross when they click on their answer.

A card sort, allowing pupils to match the questions to the answers across different topic areas.

Introduce school rules using this PPT. After introducing the rules, using 'il faut' and 'il est interdit de', students try to remember which of these to use for each rule.

Go through each sound-spelling with the pupils. Then, play Kim's game using words containing the sound-spellings. There is then a Connect 4 game using the same words. The PPT then goes through a display about spontaneous speaking and then finishes with a dictionary challenge.

Use this PPT to introduce the advantages and disadvantages of technology. Start by seeing if students can work out if these are advantages or disadvantages of technology. Students then discuss in pairs how they (could have) worked out the English meaning, using the clues.

Click on the ‘spin’ button to spin the wheel. It appears to your class to 'randomly' select one of 4, 5, 6, 7 or 8 names/topics. Simply edit the text boxes to label as you wish.

Introducing the time in German. Starts with a reminder of the time in English, then introduces it in German and ends with mini whiteboard practice.

Introduce the topic of the train station/la gare, using a lot of imagery and animation! Includes a Blockbusters game at the end, to practise the new vocab.

Pupils work in teams to come up with 10 items of vocab within the topic area of weather. They write their words down on a piece of paper and give a second copy to the teacher. The idea is to come up with the ‘most obscure’ word (i.e. with the lowest score). Someone must add up each team’s score after their 10 words. The team with the lowest score wins! TIP: Print out a copy of the list on slide 3, so you can cross off the phrases done.

In pairs, one pupil notes down (in secret) which of each two options they will choose. The second pupil begins reading and chooses an option. If they’ve chosen correctly, they continue. If they are wrong, they must start from the beginning, remembering which of the options were correct. Prepare for a lot of laughter!

Great for building both confidence and the use of spoken/written phrases. In 2 teams, each one takes it in turns to choose a rectangle. Team 1 chooses a noun from the first row and has to give a phrase using that noun (e.g. J’ai un chien.) It’s best to note down what they say. Then team 2 chooses an adjective from the second row and has to repeat what Team 1 said and add more to the phrase using an adjective (e.g. J’ai un chien blanc.) Then Team 1 chooses a connective from row 3, etc. Jot down one point for each correct phrase. This continues until one of the teams either gives an incorrect phrase or can’t think of one. The opposite team get the total points. Start again if you like, using the nouns, etc that haven’t been used.

Add the first letters of words in a phrase, images or words. In teams (red and blue), pupils aim to make a continuous line of their colour horizontally. When they have chosen a hexagon and have answered correctly, click on that hexagon to change it to the team colour.

Pupils are shown a set of numbers for ten seconds at a time, before the curtains automatically close. No writing allowed! They then must say the numbers they remember in German. Write them on the board so they can be checked.

This PPT visually introduces such phrases as ‘at the weekend’, ‘twice a week’ and ‘sometimes’ in French.

Pupils roll a dice in pairs and then conjugate the given verb. Click to reveal the answers after a few minutes’ practice.

Use this PPT to talk about saying ‘in’ or ‘to’ a country in French.

When carrying out peer assessment in class, use this PPT to remind pupils of what they should be checking.

Use this PPT to talk about healthy eating. The food triangle demonstrates how much of each food group should be consumed. There are examples of each food group, approximate quantities and a match-up activity.

In the style of Mock the Week’s ‘If this is the answer, what is the question?’ In presentation mode, you will see only an answer. Pupils must say what the question is. Click on the answer to reveal the question.