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.

Feeling tired at the end of term?! Let the students get on with this French Chrstmas webquest on the fabulous vivenoel website! They will learn some new vocabulary and can play lots of games. Stronger students may like to look in more depth at the Christmas tales and recipes, perhaps even make them! To use this resource you need the DVD of Wallace and Gromit's Cracking Contraptions. I found this in the extras DVD attached to my copy of The Curse of the Were Rabbit. It is in English, but still a fun, quirky way to build some vocabulary. In total the activity lasts approximately 20 minutes. Firstly I give out the question sheet and the students work in pairs/ small groups to translate the French Christmas vocabulary in the box. The extension activity is to translate the multiple choice questions and answers below. I then show the (1 minute 36 second) extract a couple of times and check the answers. The vocabulary box can also be used for a quick game of lotto.

Expressions: J’ai chaud, j’ai froid, j’ai faim, j’ai soif, j’ai envie de vomir, j’ai envie de dormir, j’ai de la fièvre, j’ai un rhume, j’ai la grippe, j’ai le rhume des foins. The first slide encourages the students to actively engage with the new vocabulary: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings. They then discuss the pronunciation and question each other before the teacher checks with the whole class. The next slides have the phrase and a picture for the first 6 expressions. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. Then there are "what's missing?" slides. Then the process is repeated for the remaining expressions. The final slide has pictures of all the phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins!

This role-play includes a range of meals, tenses and food vocabulary. It includes an extension task for strongers students. Example extract: Les repas. A. Qu’est-ce que tu prends normalement comme petit déjeuner? B. D’habitude je mange des céréales/ des tartines/ un yaourt/ des fruits/ un croissant/ un pain au chocolat/ du pain grillé avec du beurre et de la confiture et je bois un jus d’orange/ un thé/ un café. C’est délicieux/ dégoutant. A. Qu’est-ce que tu prends normalement comme déjeuner? B. Souvent je prends un sandwich au fromage/ un paquet de chips/ une pomme/ un fruit et une bouteille d’eau/ un jus de fruits/ une limonade/ un coca. French - English Matching Cards: Food, Meals, Restaurant. Expressions: J’ai pris mon petit déjeuner à six heures et quart. I had my breakfast at 6.15. On mange des tartines et on boit du chocolat chaud. We eat bread and butter and drink hot chocolate. Demain pour mon dîner je mangerai des spaghettis. For my dinner tomorrow I will eat spaghetti. Quand j’étais jeune je ne mangeais jamais de poisson. When I was young I never used to eat fish. Normalement je prends une salade pendant la pause-déjeuner. Normally I have a salad during the lunch break. J’ai mangé mon repas du soir à dix-huit heures quarante-cinq. I ate my evening meal at 18.45. Comme plat principal je voudrais prendre du poulet avec des légumes. For my main meal I would like to have chicken with vegetables. 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, identify the tenses 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 short 4 slide PowerPoint can be used to elicit the formation of the Future Perfect tense. You may wish to follow this with my Battleships Game to re-enforce the learning. Battleships Expressions: Quand j’aurai fait mes devoirs Lorsque nous aurons joué au tennis Dès que vous serez retourné(e)(s) de vacances Aussitôt que tu auras écrit la lettre Une fois que j’aurai bu mon café je me coucherai. j’aurai faim. mon frère fera du VTT. nous irons en ville. ils feront les magasins. je serai fatigué(e). 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!

Spanish PowerPoint Presentation: using er and ir verbs in the preterite to describe holidays/ vacations. Expressions: Salí de casa a las seis. (salir) Fui en tren. (ir = irregular) Vi un partido entre el Real Madrid y el Barcelona. (ver = irregular) Llevé una camiseta, una gorra de lana y una bufanda. (llevar) Comí patatas fritas, una hamburguesa con cebolla y un perrito caliente. (comer) Bebí una naranjada. (beber) Vi a David Beckham. (ver = irregular) Leí el programa. (leer) Hice una llamada con mi móvil. (hacer = irregular) The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English, how to change the infinitive (in brackets) into the preterite and to drill. The next section of slides have multiple choice questions. Then there are "what's missing?" slides. The next 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 finals slides remind us of the rules elicited: Salir - salí, comer - comí How do you form the preterite for regular verbs? Remove the er/ir and add í e.g. Salir  salí Here are the other endings: ió, imos, ieron, iste, isteis. Can you conjugate the verb salir? I went out = You went out = He/She/You went out = We went out = You went out = They/ you went out = Extra: conjugate comer and beber. I went out = salí You went out = saliste He/She/You went out = salió We went out = salimos You went out = salisteis They/ you went out = salieron

Spanish PowerPoint presenting holiday destinations and transport. Vocabulary: ¿Adónde vas de vacaciones normalmente? Voy a la costa. Voy a la sierra. Voy al campo. Voy a un pueblo. ¿Cómo vas? Voy en coche. Voy en avión. Voy en tren. Voy en autocar. Voy en ferry. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Slide12 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 verdad o mentira questions. Then there is a ¿Qué es? slide.

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!

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.

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.

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!

This is a short 5 slide PowerPoint to teach students that nationalities can be masculine or feminine. Battleships Expressions: Soy argentino/ argentina y Eres australiano/ australiana y Es chileno/ chilena y Soy cubano/ cubana y Eres escocés/ escocesa y Es español/ española y soy estadounidense. eres galés/ galesa. es inglés/ inglesa. soy irlandés/ irlandesa. eres mexicano/ mexicana. es paquistaní. 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 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. This is followed by whole class drilling of pronunciation mistakes. 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!

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!

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 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!

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!