Expressions taught: Tu veux aller au café? Tu veux aller à la patinoire? Tu veux aller à la piscine? Tu veux aller au cinéma? Tu veux faire du vélo? Tu veux aller à la plage? Tu veux danser? Tu veux faire de la voile? 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!

Expressions: Tu veux venir chez moi? Tu veux aller au cinéma? Je ne peux pas. Je dois faire mes devoirs. Je dois aller voir ma grand-mère. Je dois garder ma sœur. Je dois promener le chien. Je dois ranger ma chambre. 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 (PPC = Prefect Pronunciation Challenge!) and question each other (QFQ = Quick Fire Questions) 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!

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 and rules. They then discuss the pronunciation and question each other before the teacher checks with the whole class. Key expressions: Je vais arriver à l’heure. Je vais faire mes devoirs. Je vais écouter mon professeur. Je vais me coucher de bonne heure. Je vais ranger ma chambre. The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the formation 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 phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! The next slide summarises the formation of the Near Future and the following slide looks at the conjugation of aller. The last 3 slides can be used for a re-cap at the end of the lesson or the beginning of the next lesson. You may then wish to use my Battleships Game/ Lotto grid to consolidate this knowledge. Expressions: Je vais Tu vas Il va Elle va On va Nous allons Vous allez Ils vont Elles vont arriver à l’heure. faire les devoirs. écouter le professeur. me/te/se/nous/vous/se coucher de bonne heure. ranger ma/ta/sa/notre/ votre/leur chambre. manger des fruits. Battleships Game 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

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!

Presentation: As the musical instruments are very straight forward and include many cognates, I have built in a range of tenses too. Expressions: Je joue de la guitarre. Je vais jouer de la flûte. J’ai joué de la batterie. Il joue du piano. Je voudrais jouer du clavier. Nous jouons du violon. Je ne joue pas d’instrument. 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 next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next slide 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! Finally there is a Qu’est-ce que c’est? slide. Battleships. Expressions: Je joue de la guitare Il joue de la flûte Je vais jouer de la batterie J’ai joué du piano Nous avons joué du clavier de temps en temps. souvent. tous les jours. une fois par semaine. deux fois par jour. trois fois par mois. Battleships Game 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. 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.

Presentation Expressions: Faire mon/son lit. Faire le ménage. Faire la cuisine. Faire les courses. Faire la vaisselle. Ranger ma/sa chambre. Mettre le couvert 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 (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 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! 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. Expressions: On peut Je dois J’aime Je vais Je voudrais faire mon lit. faire le ménage. faire la cuisine. faire les courses. faire la vaisselle. ranger ma chambre. mettre le couvert.

Group Talk foster the spontaneous use of the target Language in the classroom. This sheet can be used in conjunction with my Group Talk Discussion Mat. There are 4 questions on the sheet: 1. Manges-tu sain? 2. Qu’est-ce que tu as mange et bu hier soir? 3. Quelle est ta faiblesse? 4. Qu’est-ce que tu as fait comme exercice la semaine dernière? The students pair up and one student asks a question. There are then 3 levels of challenge: 1. The student can answer using the expressions in the box (which you have translated and elicited the pronunciation of beforehand). 2. In addition the students use some of the words listed below the box to extend their answers. 3. In addition the students should try to come up with other spontaneous phrases. Using the discussion mat with this allows them to build in additional responses e.g. 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?

This PowerPoint (which I use following the Healthy Living advice PowerPoint) is a step-by-step introduction to The Imperative lasting about 20 minutes. For example, the third slide asks: Look at these examples of the imperative. What form of the verb is used: je/ tu/ il/ nous/ vous/ ils? Répétez! Mangez! Écoutez! I give the students time to reflect, discuss each question before eliciting the answer. The next slide asks: What kind of people are we talking to if we give the vous command mangez? Then: Do you think there is another form of the imperative? Who for? How is it formed? And so on. The final slide asks questions to summarise the learning with an Extra section for Gifted students to consider.

French PowerPoint C’est bon pour la santé! Healthy Living: The Imperative. Expressions taught: Bois de l’eau. Ne bois pas de sodas. Mange des fruits. Ne mange pas de bonbons. Va au collège à pied. Ne va pas au lit trop tard. Fais du sport. Ne fume pas! 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! The French battleships game can be used to practise these expressions. This can also be used as a grid to play lotto/ bingo. This can then be followed by my PowerPoint on the Imperative.

This fun warmer which can be used at the beginning of the school year and throughout the school year practices the following idiomatic expressions: Set 1: Être bourré comme un cochon Faire d'une pierre deux coups Faire la navette Faire le poireau Faire le pont À l'heure du laitier Occupe-toi de tes oignons Passer un coup de fil Passer une nuit blanche Set 2: L’argent ne se trouve pas sous le pas d’un cheval Avoir du blé/de la maille/ de l'oseille/ de la thune Avoir la chair de poule Avoir la gueule de bois Avoir la dent/ les crocs/ la dalle Avoir un chat dans la gorge Boire un coup C’est du gâteau Chacun son truc Un coup de foudre Proverbs: All that glitters is not gold. Tout ce qui brille n'est pas or. Come what may. Advienne que pourra. Like father like son. Tel père tel fils. Never look a gift horse in the mouth. A cheval donné, on ne regarde pas la bouche. The end justifies the means. La fin justifie les moyens. There are plenty more fish in the sea. Un de perdu, dix de retrouvé. To err is human. L'erreur est humain When the cat's away the mice will play. Quand le chat n'est pas là, les souris dansent. You can't make an omelette without breaking eggs. On ne fait pas d'omelette sans casser les œufs. A rolling stone gathers no moss. Pierre qui roule n'amasse pas mousse. An eye for an eye (and a tooth for a tooth). Oeil pour œil (dent pour dent). Every penny counts. Un sou est un sou. Never put off to tomorrow what can be done today. Il ne faut pas remettre au lendemain ce qu'on peut faire le jour même. No news is go 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.

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

Noughts and crosses/ tic-tac-toe. I use this game to revise a range of tenses both at the beginning of the school year and throughout the year. I put the students into 2 teams. One will be noughts the other crosses. They then discuss the translation, tense and pronunciation of the following expressions: Je fais de la planche à voile depuis l’âge de quinze ans. Je me suis couchée de bonne heure. Nous avions un professeur très stricte. Je suis surpris qu'elle ne t'ait rien dit. Si mon lycée était fermé aujourd'hui je ferais la grasse matinée jusqu'à neuf heures et demie. Tu pourras venir samedi après-midi, si tu veux.    Ils s’étaient habillés rapidement Je ne suis pas arrivé à l’heure hier. Je le lui ai donné Then I draw a noughts and crosses/ tic-tac-toe grid on the board, giving each square a number. The teams choose a number and I choose a phrase that they must translate, be able to pronounce and be able to identify the tense in order to win the square. If they make a mistake the other team can steal the square by answering correctly! If that team makes a mistake the original team can have another go and so on. The aim is to get 3 in a row. This is a challenging game!

I use this dominoes activity at the start of the year and throughout the year to revise a range of tenses. Expressions and tenses: Lorsque la guerre a commencé elle a travaillé dans les champs. Le passé composé. Je lus mon livre chez moi. Passé simple. Nous nous sommes amusés. Un verbe pronominal au passé composé. Quand nous sommes arrivés ils avaient déjà terminé. Le plus-que-parfait. Demain, à cette heure, mes parents auront atterri en Australie. Le futur antérieur. Les camions traversaient quand une mine a explosé. L’imparfait. Pourriez-vous me dire pourquoi vous faites ça ? Le conditionnel. Quand vous arriverez au bout de la rue, vous verrez le château. Le futur. M. et Mme Lechat sont en train de faire leurs courses. Le présent. Si j’avais su que vous veniez j’aurais fait un gâteau. Le conditionnel passé. On pourrait envoyer un e-mail au lieu d’y aller en personne. L’infinitif. I differentiate as follows: All: Line up the dominoes and discuss the pronunciation. Most: As above and discuss the translation. Some: As above and question each other English to French and French to English. Following checking there is a fun game to play, this is a game I learnt in Japan called Karuta. In Karuta the students spread out the dominoes 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!

These matching cards can be used either to elicit numbers, fractions and statistics or to revise previous learning. It can be used at the beginning of the year or throughout the year as a warmer/ starter activity. Expressions: Une moitié. Un tiers. Un/une sur dix. Virgule. Un quart. La majorité Mille. Un million. Un milliard. Quinze virgule six pourcent. Une quinzaine de jours 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!

I use this dominoes activity at the beginning of the school year and throughout the year to revise a range of tenses: Present, Perfect, Negatives, Future, Near Future & Conditional. The expressions are in French and English. Expressions: J’habite ici depuis toujours Je suis allé(e) aux Etats-Unis. Je suis resté(e) aux Emirats Arabes Unis. J’ai lu un roman. Je n’ai pas fait de natation. Je mange du pain et de la confiture. J’ai travaillé à l’hôtel de ville. Je lisais des BD. Je voudrais voyager autour du monde. Je ne suis jamais allé(e) en Grèce. Je ne vais plus faire de yoga. Les gens étaient sympa. J’irai à Londres cet été. Je ne bois que l’eau. C’était génial ! Ce n’est pas marrant. All: Student line up the dominoes and discuss the pronunciation. Most: See above and identify the tenses. Some: See above and quiz each other: French to English and English to French. Following checking you could play a game I learnt in Japan called Karuta. In Karuta the students spread out the 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 Who Wants To Be a Millionaire PowerPoint revises the Present, Perfect, Future and Conditional tenses. It can be used at the beginning of the year and throughout the year for revision. I give the students a mini whiteboard. The task is differentiated as follows: Tout le monde: Choisissez la bonne lettre. La majorité: Traduisez une autre phrase et identifiez le temps. Quelques personnes: Traduisez toutes les autres phrases et identifiez tous les temps. Enjoy!

I use these cards to elicit and revise the word order of object pronouns with verbs. I differentiate as follows: All: Working in pairs match, then elicit where pronouns go in relation to the verbs. Most : As above and order the pronouns into 5 columns, Some: As above and question each other English to French and French to English. Expressions: Le secrétaire les leur a envoyés Ils m’y ont vu. Je vous en enverrai La librairie va me l’envoyer demain Est-ce que je pourrais t’y accompager? J’espère les y retrouver. Je le lui ai dit! Il m'en a parlé plusieurs fois. Me, te, se, nous, vous, se Le, la, les Lui, leur y en 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 two slide PowerPoint can be used to practise the following vocabulary which has caught out some of my GCSE students in their Listening and Reading papers: Ne...pas Ne...rien Ne...jamais Ne...que Maintenant De nos jours D’habitude De temps en temps Tous les jours Avant L’année dernière Dans l’avenir L’année prochaine Trop Un peu Seulement Souvent Toujours Quelquefois Surtout La plupart Certain Tellement Rarement Assez Beaucoup Par contre Même si Si Sans Le matin Le soir Parfois It can be used at the beginning of term and throughout the school year. I give the students time in team to translate the expressions and to discuss the pronunciation. I then use the vocabulary either for a game of lotto/ bingo or for a game of "slap the board" whereby I divide the students into 2 teams and line them up in front of the interactive whiteboard. One student from each team steps up and I say the English expression. The students race to slap the correct phrase to win a point for their team. The second slide has a link to the fabulous free classroomtool.net website where I have added the vocabulary to a fruit machine. The students compete against each other in pairs to shout out the correct translation. Fun and loud! Enjoy!

Battleships Game/ Lotto Grid: Revision of a range of tenses:.Present, Perfect, Imperfect, Future, Near Future, Conditional, Subjunctive. It could be used as a revision activity at the beginning of of throughout the school year. Expressions included: Je suis sorti(e) et Nous nous sommes amusés et J’irai au syndicat d’initiative et Nous irions à la patinoire et Ils étaient très contents et il a fait de la voile. nous avons loué des vélos. je vais chercher quelques dépliants. il faisait très chaud. je travaillerai comme chirurgien. il faut que je fasse mes devoirs. 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 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. 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 warmer activity can be used to revise the Present, Perfect, Imperfect, Future and Conditional Tenses at the beginning of term or throughout the school year. Each student has a mini-whiteboard to write their answer on; give them 20 seconds. All: Find the odd-one-out. Most: Identify the tenses. Some: Change the odd-one-out to the same tense as the other two. Example Expressions: je joue au tennis B. je fais de la voile C. je jouerai de la guitare. A. je bois un jus de pommes B. je mangerai C. j’irai au syndicat d’inititative A. j’ai joué au foot B. je lis C. j’ai fait de la natation

I use this resource with similar ability teams of students to build sentences and increase the level of sophistication of written work. It could be used as a revision task and the beginning of term and throughout the school year. I use it with Years 8 and 9. I print out the first sheet and the second template sheet and have the sheets colour photocopied and enlarged onto A3 size paper. The teams start with the middle sentence and work their way through the different stages to develop the sentence and increase the level of sophistication. The starter sentence here is: Starter sentence: Le week-end je porte mon jean, mon tee-shirt, mes chaussettes et mes baskets. Je joue au foot. Je mange un sandwich. Then the first development box invites them to: 1.Add opinions e.g. j’adore, j’aime, je n’aime pas, je déteste, je préfère. 2. Add adjectives e.g. colours, génial, intéressant, fatigant, amusant. * Check masc/fem/plural endings. Check word order. C’est = it is, ce n’est pas = it isn’t. * You can also add a range of connectives e.g. et = and, mais = but, avec= with, donc = therefore, où = where, qui = who, parce que/car = because, tandis que = whereas, while, puis = then, ensuite = then, après = after, de plus = furthermore, par contre = on the other hand, en revanche = on the other hand. Add in a range of adverbs: très = very, assez = quite, un peu = a little, plutôt = rather, extrêmement = extremely, incroyablement = unbelievably, souvent = often, rarement = rarely. The following boxes add in the Perfect and near Future tenses plus a range of sophisticated structures for your higher ability students. I would not expect all groups to work through all of the stages, perhaps the weakest group would aim to incorporate only the first suggestions and so on. I have been really impressed by the work produced using this support. It can also be used by students individually.