Spanish PowerPoint introducing school bag vocabulary: tengo/ me hace falta + pen, pencil, exercise book, text book, pencil sharpener, folder, dictionary, ruler, pencil case, rubber, diary. I have broken the vocabulary down into 2 sections. 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 "¿Qué es?" slides. More vocabulary is presented, followed by multiple choice questions and "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 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!

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.

PowerPoint vocabulary: Un chien Un chat Un lapin Une souris Une perruche Un serpent Un cheval Un hamser Un cochon d'Inde Une tortue Un poisson rouge 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 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! Students ask and answer using the structures: Tu as un animal chez toi? Oui, J’ai _____________________________________ Non, je n’ai pas d’animal. As many students are confident talking about pets I've added 2 extension phrases which the students can also use: Quand j’étais petit(e) j’avais _______________________________ Je voudrais avoir _______________________________ I've also added a reminder about plurals: Normally we add an s (silent) e.g. J’ai un chien, j’ai deux chiens. If the noun ends in al we add replace al with aux e.g. un cheval, deux chevaux. If the noun already ends in the letter s we do not need to change it to make in plural e.g. une souris, deux souris. They task has been divided into 3 levels of challenge: All: answer main question. Draw number of animals. Most: Give an extra detail in your answer. Draw number of animals. Some: Give 2 extra details in your answer. Spell the number and animal perfectly in French. I play the Who Wants To Be A Millionaire Game with the students using mini-whiteboards. The question asks how to say an animal in French and there are 4 possible French answers to chose from. Differentiate as follows: All: Choose a letter. Most: AND translate one remaining animal. Some: AND translate all 3 remaining animals.

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!

This presentation presents places in town in Spanish. Vocabulary: castillo, palacio, alcázar, iglesia, fábrica, parque nacional, museo, monumento, acueducto (romano) & edificio. The first slides have each place in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. Then there is graded questioning. Firstly there are multiple choice slides followed by what's missing memory game slides. You can also use the final slide to play a game of "beat the teacher" to revise the learning at the end or during the following lesson. Beat the teacher is played like this: 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 first PowerPoint slide has all the phrases to be taught on it: 1. Hola. 2. Buenos días. 3. Buenas tardes. 4. Buenas noches. 5. ¿Qué tal? 6. ¡Fenomenal! 7. Muy bien, gracias. 8. Bien, gracias. 9. Bien. 10. Fatal. It 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. I always elicit a gesture to represent each greeting which can then be used for a fun game of Simon Says! 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 worksheet has 3 sections, the first is a word match for English and Spanish greetings. Vocabulary: 1. Hola. 2. Buenos días. 3. Buenas tardes. 4. Buenas noches. 5. ¿Qué tal? 6. ¡Fenomenal! 7. Muy bien, gracias. 8. Bien, gracias. 9. Bien. 10. Fatal. The next section is a complete the sentence challenge where certain letters have been removed. Make this more difficult by telling the students to cover up the Spanish words listed above. The next (extra) section involves unjumbling a group of words to find the correct greetings. Again, make this more difficult by telling the students to cover up the Spanish words listed above. Then there is an extension task to create their own crossword. The battleships can be used to reinforce the new expressions. Please see another battleships product description for instructions on how to play - I have reached my word limit for this resource description!!

Expressions: Una cama. un armario. unas estanterías. una mesa y una silla. unos pósters. una lámpara. un ordenador y una televisión. una puerta. una ventana y unas cortinas. un equipo de música. la pared. una alfombra. This presentation presents bedroom furniture in Spanish. The first slides have each piece of furniture in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. Then there is graded questioning. Firstly there are multiple choice slides followed by what's missing memory game slides. You can also use the final slide to play a game of "beat the teacher" to revise the learning at the end or during the following lesson. Beat the Teacher is played like this: 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: La televisión está El armario está El ordenador está La mesa está La silla está La lámpara está encima de las estanterías. debajo de la cama. delante de la ventana. al lado de la alfombra. detrás de la puerta. 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 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. Enjoy!

This presentation describes clothes in Spanish. The first slides have each item of clothing in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. Then there is graded questioning. Firstly there are multiple choice slides followed by whats missing memory game slides. There is then a "beat the teacher" slide to revise the learning at the end or during the following lesson followed by a ¿Qué es? slide where you can pounce on unsuspecting students! Expressions: shirt, trousers, shoes, skirt, socks, jeans, shorts, trainers, jacket, jumper, t-shirt. These English - Spanish matching cards can be used either to elicit vocabulary describing clothing or to revise previous learning. Expressions: Camiseta con mangas cortas 100% algodón Rebeca con cremallera Cinturón de cuero Camisa con motivo de dragón en la parte delantera Compré unas zapatillas de deporte Pantalón cómodo en tejido resistente Las camisas son más caras que las botas. La 42/44 es la talla más grande Las sandalias son más baratas que los zapatos. Voy a comprar unos pantalones con seis bolsillos. You may choose to have different levels of challenge. For example, Level 1 = match the cards 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. The students love this game!

Expressions: Descanso. Me baño en el mar. Tomo el sol. Voy de paseo. Voy a discotecas. Monto en bicicleta. Saco fotos. Hago surfing. Hay mucho para los jóvenes. Hay pistas de tenis. Hay un campo de fútbol. This presentation presents what people do on holiday in Spanish using the present tense. The first slides have different activities in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. There is then a "beat the teacher" game to revise the learning at the end or during the following lesson. Beat the teacher is played like this: 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 use the last slide to pounce on students asking ¿Qué es?

This presentation elicits the formation of various adverbs in Spanish including the irregular mal and bien. The first slide encourages the students to actively engage with the new grammar: working in pairs/teams, using their prior knowledge and knowledge of other languages to figure out the meanings: All: In pairs/groups translate the sentences. Most: Figure out how the rules to make adverbs from adjectives (in brackets). Some: Which are the irregular adverbs (which don’t follow a pattern)? Come up with clever ways to remember the rules and the irregular adverbs. Me levanto, me ducho y me visto rápidamente (rápido). Normalmente cocino (normal). Desafortunadamente tenemos un examen (desafortunado). Juego bien al fútbol (bueno). Toco la guitarra muy mal (malo). Use the following slides to elicit the translation, the rule and to drill. There is a recap slide and a final slide of the new phrases.

This presentation presents where you live, what kind of home in Spanish. Expressions: Vivo en una casa. Vivo en un piso. Vivo en un piso en un bloque moderno. Vivo en un piso en un bloque antiguo. Vivo en un chalet. Vivo en una granja. The first slides have each type of home in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. Then there is graded questioning. Firstly there are multiple choice slides followed by whats missing memory game slides. You can also use the final slide to play a game of "beat the teacher" to revise the learning at the end or during the following lesson. Beat the teacher is played like this: 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 taught: C’est super! C’est difficile. C’est intéressant. C’est nul. C’est fatigant. C’est amusant. C’est génial. Ce n’est pas marrant. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. I sometimes found it quite difficult to find suitable pictures for these expression - encourage the students to think outside the box when figuring out the meanings! The next section of slides have mutiple choice questions. The final Qu’est-ce que c’est? slide has pictures of all the phrases to be used for direct questioning. 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!

French PowerPoint Presentation: Introducing the Perfect Tense for regular -er verbs. This presentation also exposes students to Je suis allé(e). The first slide (details below) encourages the students to actively engage with the new vocabulary and grammar: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings and grammatical rules. They then discuss the pronunciation (PPC = Perfect Pronunciation Challenge) and question each other (QFQ = Quick Fire Questions) before the teacher checks with the whole class: All: Look at the perfect (past) tense phrases below. Translate them. Most: What verb is in green? The word in red is called the past participle, what do you take away from and then add to the infinitive (in blue) to make the past participle? Some: What differences can you think of between the present and perfect tenses? PPC & QFQs! J’ai regardé la télé. (regarder) J’ai dansé. (danser) J’ai joué sur une console. (jouer) J’ai surfé sur Internet. (surfer) J’ai écouté de la musique. (écouter) J’ai retrouvé des amis. (retrouver) * Je suis allé(e) au cinéma. (aller) * Je suis allé(e) à la pêche. (aller) Then there are individual slides with pictures for each phrase which the teacher can use to check the students translation, pronunciation and rules. Then there are multiple choice slides followed by Qu’est-ce que c’est? slides. Slide 32 revises the structure: form of avoir + past participle. Slide 33 elicits the full conjugation of avoir. Slide 34 should be used to elicit how to change the infinitive into the past participle (regular -er verbs). If you wish to mention irregular past participle use slide 35 to do so. Slide 36 briefly introduces the idea of verbs that take être. French Battleships Game/ Lotto Grid: Perfect tense intro regular -er verbs & je suis allé(e). Expressions: J’ai Tu as Il a Elle a Nous avons Vous avez Ils ont Elles ont regardé la télé. joué au tennis. retrouvé des amis. dansé et je suis allé(e) au cinéma. surfé et je suis allé(e) à la pêche. fait du sport. Battleships Game Please see instructions in one of my other battleships product descriptions - I can't fit them into the word count here! Enjoy!

PowerPoint Vocabulary: Je vais en ville. Le café. Le cinéma. Le parc. Le club des jeunes. Le centre sportif. La plage. La bibliothèque. La crêperie. La piscine. La ville. 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! For progression you may wish to use my places in town matching cards: Expressions: Je vais à la plage. Nous allons au club des jeunes. Elle va à la crêperie. Je vais aller à la bibliothèque. Nous allons faire de la natation à la piscine. Ils vont faire les magasins en ville. Tu aimes aller au parc ? Je voudrais boire un coca au café. Je suis allé(e) au cinéma pour voir le nouveau film de James Bond. These matching cards can be used either to elicit places in town or to revise previous learning. 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!