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.

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: Infinitives The first slide revises what the infinitive is and elicits examples. The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Presentation and Battleships Expressions (please see Battleships instructions for another product - I can't fit it on the word count here!!): J’aime surfer sur Internet. J’adore retrouver des amis. Je n’aime pas regarder la télé. J’adore écouter de la musique. Je préfère aller au cinéma. Je vais aller à la pêche. Je peux danser. The next slide s 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. Worksheet: Infinitives: Qu’est-ce que tu aimes faire avec tes copains? First task: English to French match up. Key expressions covered: 1. J’aime jouer au foot. 2. J’aime aller à la pêche. 3. Je préfère regarder la télé. 4. Je préfère jouer à l’ordinateur. 5. J’adore faire de l’équitation. 6. J’adore faire des courses. 7. J’adore faire du vélo. 8. J’adore aller au McDo. 9. Je n’aime pas écouter de la musique. 10. Je n’aime pas aller à la piscine. 11. Je déteste aller au cinéma. Answers: 1 = C 2 = G 3 = I 4 = K 5 = E 6 = H 7 = D 8 = J 9 = F 10 = A 11 = B Second task: extended sentences unjumbling phrases e.g.J’aime faire de l’équitation car c’est super ! Questions and answers: l’équitation c’est j’aime car super faire de ! J’aime faire de l’équitation car c’est super! du j’adore car amusant faire sport c’est ! J’adore faire du sport car c’est amusant! aller ennuyeux au je cinéma c’est car déteste Je déteste aller au cinéma car c’est ennuyeux. préfère en aller je c’est formidable ville car ! Je préfère aller en ville car c’est formidable! n’aime car jouer l’ordinateur nul je pas à c’est Je n’aime pas jouer à l’ordinateur car c’est nul. Extension task 1: Students write sentences based on picture cues. Extension task 2: Create a paragraph using other phrases with the infinitive.

This short presentation introduces the formation of the Near Future Tense. The first slide 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. 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. The next slides have the phrases and a picture. Use this to elicit the pronunciation, English, the formation and to drill. The next slide looks in detail at the formation and the final slide at the conjugation of aller. You could then use one of my Near Future Tense battleships games/ lotto grids to reinforce the new structure. Expressions: Je vais Tu vas Il va Elle va On va Nous allons Vous allez Ils vont Elles vont voir un film de science-fiction. aller au cinéma. regarder la météo. faire du cheval. jouer avec des copains. jouer à l’ordinateur. 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!

French - English Matching Cards: Rendez-vous! Expressions: Oui d’accord. Je veux bien. Ça dépend. Je ne peux pas. Je suis désolé(e) mais je sors avec ** samedi. Je regrette mais je dois rester à la maison. J’aimerais mieux aller à la patinoire. OK ! On se retrouve où ? Je ne suis pas libre. Ça ne me dit rien Yes, okay. I’d really like to. It depends. I can’t. Sorry, but I’m going out with *** on Saturday. Sorry, but I have to stay at home. I’d rather go to the ice rink. Okay! Where shall we meet? I’m not free. I’m not interested. 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 slap the card. Battleships Expressions: Tu veux aller.. Ça te dirait d’ aller.. Tu as envie d’ aller.. On pourrait aller.. Si on allait.. au théâtre demain soir? au cinéma le week-end? en boîte la semaine prochaine? à la plage samedi? aller au concert cet après-midi? en ville le week-end prochain ? 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.

Expressions: Je fais les courses. Je lave des voitures. Je promène des chiens. Je fais du baby-sitting. J’aide à la maison. J’aide à la maison. 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! You may wish to reinforce/ revise these expressions using my matching cards: Expressions: Tu as un petit boulot/ un job? Je fais les courses. Je lave des voitures. Je promène des chiens. Je fais du baby-sitting. J’aide à la maison. Je travaille dans un magasin. C’est sympa/intéressant ! It’s nice/interesting! C’est bien-payé. C’est mal-payé. C’est dur. It’s tough/difficult/hard. C’est fatigant. 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: Un dessin animé. Un jeu. Une émission sportive. Une émission pour les jeunes. La météo. Les informations. Un documentaire. Un film. 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 (QFQs = quick fire questions) 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. The final slide has pictures of all the phrases where you can ask: Qu’est-ce que c’est?. 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! Battleships: Expressions: J’aime la météo parce que c’est intéressant, J’adore les feuilletons car c’est super, J’aime bien les informations parce que c’est intéressant, Je regarde les documentaires, c’est génial, Je préfère les dessins animés, c’est amusant, par contre je déteste les films. mais je n’aime pas les jeux. par contre les émissions de sport, c’est nul ! mais je déteste les émissions pour les jeunes. Battleships Game 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 PowerPoint starts by revising regular past participles and the conjugation of avoir. It then introduces the key irregular past participles. Expressions taught: J’ai fait du ski. (faire) J’ai bu un coca. (boire) J’ai vu la Tour Eiffel. (voir) J’ai lu un livre. (lire) J’ai pris une photo. (prendre) J’ai écrit une lettre. (écrire) J’ai dit bonjour! (dire) The first slide on irregular past participles 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 can then discuss the pronunciation and question each other before the teacher checks with the whole class using the next slides. 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. Slide 25 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! Slide 26 can be used for revision during the next lesson. You may then wish to play one of my Perfect Tense battleships Games/ Lotto Grids to reinforce this content. Battleships Expressions: J’ai joué au foot et Tu as fini les devoirs et Il a vomi et Elle a perdu ses devoirs et On a regardé un film et Nous avons écouté la radio et Vous avez mangé des légumes et Ils ont vendu la voiture et Elles ont acheté des vêtements et j’ai fait de la natation. tu as fait de l’équitation. il a lu un livre. elle a bu une limonade. nous avons pris des photos. vous avez vu la Tour Eiffel. ils ont voulu faire la vaisselle. elles ont dit au revoir.

Expressions: Está en el norte. Está en el este. Está en el sur. Está en el oeste. Está en la costa. Está en el campo. Está en la montaña. Está en el centro. Está en un pueblo. Está en una ciudad. This presentation presents ""Where you live" in Spanish. 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!

This lesson teaches students about the French Revolution and how a Fête Nationale/ Bastille Day/ Le 14 juillet is celebrated. It uses colourful slides, images and animations, 3 YouTube links, matching cards and karaoke! A fun end of term lesson! Slide 2 states the objective: To learn facts and vocabulary related to La Révolution Française and La Fête Nationale! All: Will learn 7 new facts and French words. Most: Will learn 9 . Some: Will learn 10+ . Slide 3 presents the following vocabulary: Le clergé La noblesse Le Tiers-État Le roi La reine La Bastille (une prison) La guillotine Le Tricolore It is differentiated: All: Match the French and the picture (there are some English words to help!). Most: Perfect Pronunciation Challenge! Some: Share what you know about La Révolution Française. Slides 4 – 11 show each word with images and animations so you can drill the new vocabulary. Slide 12 has all the pictures for each new word. Then there is graded questioning: Slides 13 – 20 show an image and provide 2 possible answers. Slides 21- 30 are “What’s missing?” slides. Slide 30 is to be used in conjunction with the French worksheet and the YouTube video (in English) The French Revolution In a Nutshell (2 mins 50 secs) which is a cartoon-style clear and concise summary – really fun! Then the students watch the video: All: Complete Exercise A. Most: AND Exercise B. Some: AND note down any additional facts and French vocabulary. * The answers are on the first 2 pages of the PDF. Extract examples of questions: A. Cochez les choses que vous voyez: le Tricolore un canon le monde Le clergé la noblesse le Tiers-État B. Choisissez la bonne réponse: 1. Avant la Révolution il y avait trois rangs : A. La reine, le roi et le Tiers-État. B. Le clergé, la noblesse et le Tiers-État. C. Le roi, le clergé et la noblesse. Slide 32 states: Pour fêter La Fête Nationale il y a des défilés militaires. Le défilé le plus célèbre a lieu sur l’Avenue des Champs-Élysées. Le soir il y a des feux d’artifice, des concerts et des bals. And there is a link to an English language commentary of Bastille Day celebrations on YouTube (1 min 34 secs). Slide 33 explains the Marseillaise and sets out the task (using English and French matching cards): Slide 34 has the Marseillaise in English and French. Slide 35 is a Marseillaise Karaoke slide and links to YouTube. Finally Slide 36 provides time for reflection. I hope you enjoy these resources!

Spanish PowerPoint introducing sports with practicar: Practico la vela. Practico la natación. Practico el ciclismo. Practico el patinaje. Practico la equitación. Practico el atletismo. Practico el esquí. Practico el hockey (sobre hielo). Practico la gimnasia. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Slide 11 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! The next section of slides have multiple choice questions. Then there are "¿Qué es?" slides. Enjoy!

I use this 20 minute activity to practise the 12 and 24 hour clock with my students. Each student has a mini-whiteboard. The task is clearly differentiated into: All: Draw the time in analogue and/or digital. Most: Unjumble the Extra time. Some: Change both times into the 24 hour clock I give them 30 seconds to attempt to do as much as possible. Click the PowerPoint to reveal the unjumbled and 24 hours clock answers below.

Expressions presented: Je vais manger de la soupe. Je vais boire un thé. Je vais faire du foot. Je vais aller à la piscine. Je vais faire du sport. Je vais regarder la télé. Je vais surfer sur Internet. Je vais aller au café. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the formation and to drill. The next slide is a Beat The Teacher game slide; 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. The next slide has pictures of all the phrases. Use slide 22 to elicit how to form the near future tense. Use slide 33 to elicit the different forms of aller. You may wish to follow this with my French Battleships Game/ Lotto Grid: Near Future Tense. Expressions: Je vais Tu vas Il va Elle va On va Nous allons Vous allez Ils vont Elles vont manger des tartines. prendre du poulet. boire un thé. faire du sport. surfer sur internet. aller au café. 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. Enjoy!

Vocabulary presented: le français. L’anglais. L’espagnol. L’allemand. L’arabe. Les maths. L’informatique. La géographie. L’histoire. La religion. La musique. L’art dramatique. Le dessin. La technologie. Le sport/ l’EPS. Les sciences: la chimie. Les sciences: la physique. Les sciences: la biologie. As there is a lot of vocabulary I have presented it in 2 groups, each followed by graded questioning. The first slides have the phrase and a picture for each of the first 7 subjects. Use this to elicit the pronunciation, the English and to drill. Then there are "what's missing?" slides. Then the next 11 phrases are presented followed by multiple choice slides and 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! Battleships: Expressions: J’adore le/ la/ les Je déteste le/ la/ les Ma matière préférée, c’est Je suis fort(e) en Je suis faible en Je suis nul(le) en dessin (le) français (le) sport (le) géographie (la) histoire (l’) musique (la) maths (les) 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. During the game I circulate the classroom checking pronunciation.

The presentation starts by revising what the infinitive is and what conjugation is. Slide 4 can be used to elicit the conjugation of aimer, which you can then drill. Use slide 5 to come up with the rules. Slide 6 can be printed off and used to set the students a writing task. French Battleships/ Lotto Grid: Present Tense of -er verbs (jouer) + hobbies. Expressions: Je joue Tu joues Il joue Elle joue On joue Nous jouons Vous jouez Ils jouent Elles jouent au tennis. au ping-pong. aux cartes. de la guitare. au baby-foot. de la batterie. 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!

As cities and countries are very straight-forward I have built in a range of verbs to increase the level of challenge. Expressions: Je vais à Londres en Angleterre. Je suis allé(e) à Édimbourg en Écosse. Je vais à Swansea au Pays de Galles. Je voudrais aller à Dublin en Irlande. Nous allons à Berlin en Allemagne. Je vais visiter Athènes en Grèce. Je suis allé(e) à Berne en Suisse. 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! Slide 27 can be used for revision in the following lesson. The Millionaire game test whether the students remember to use à, en or aux + country/ city. I give the students mini-whiteboards to play this. As an extension ask the students to translate the initial phrase and identify the tense. E.g Slide one question: Je vais… Options: à Bruxelles. en Bruxelles. au Bruxelles. aux Bruxelles.

Expressions: Il fait beau. Il fait chaud. Il fait froid. Il fait gris. Il y a du soleil. Il y a du vent. Il pleut. Il neige. Il y a du brouillard. Il gèle. Il y a de l’orage. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. I also elicit a gesture for a game of Simon Says at the end! 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! Slide 36 can be used for a re-cap in the next lesson. French - English Matching Cards Expressions: Au printemps il y a du vent et il fait gris, mais parfois il fait beau. En été il fait chaud. En automne il pleut. En hiver il neige et il gèle. Au printemps au nord de la France il fait froid. À Paris, en été il y a du soleil. Il y a du brouillard en automne. Il y a des orages en hiver. 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 activity lasts around 15-25 minutes depending on how many games you play.

This is my go to warmer activity when I need something quick, fun and energising! For each slide I take about 5 minutes. There are 14 different slides of tongue twisters in this PowerPoint. I show the slide and give the students 30 seconds to discuss the pronunciation and see what words they can translate. I then pounce on students to elicit the pronunciation and translation. Then I gradually drill the tonguetwister, bit-by-bit. When the students can recite the whole tonguetwister I challenge them to say it 3 times as fast as possible and then either ask for volunteers or pounce on individual students. Often the shortest tonguetwisters e.g. Seize chaises sèchent! are the most difficult. Enjoy!

Spanish PowerPoint introducing school vocabulary: classroom, library, cafeteria, dining hall, principle's office, gym, laboratory, playground, sports fields,toilets, assembly hall, staff room. 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 where I have removed some letters of each expression. 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!

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.