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.

The first slide has all the phrases to be taught on it: 1. Salut. 2. Bonjour. 4. Bonsoir. 5. Ça va? 6. Ça va très bien merci! 7. Ça va bien merci. 8. Ça va. 9. Comme ci comme ça/ Bof. 10. Ça ne va pas/ Ça va mal. It encourages the students to actively engage with the new vocabulary: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings. They then discuss the pronunciation and question each other before the teacher checks with the whole class. The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. I always elicit a gesture to represent each greeting which can then be used for a fun game of Simon Says! The next section of slides have multiple choice questions. Then there are "what's missing?" slides. The final slide has pictures of all the new vocabulary. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If it’s the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins!

Use the PowerPoint in conjunction with the Matching Cards to elicit the rules for forming plurals in French. Expressions on cards: Une main Deux mains Un nez Deux nez Un cheveu Des cheveux Un animal Six animaux Un gâteau Des gâteaux Un genou Trois genoux Un œil Les yeux I use the first slide to elicit some imaginative plural translations, but you may wish to skip this. Slide 2 asks: Match the singular and plural cards. ALL: How do you make most nouns plural? MOST: How do you make nouns that end in the following letters plural? -z -eu -al -eau -ou SOME: Which noun is completely irregular and doesn’t follow ANY rules? Extension: Make up a song/ poem/performance to help people remember these rules. Slides 3 and 4 check the answers and slide 5 summarises the rules (this can be printed out and stuck into books).

As family vocabulary is pretty straight-forward I decided to create a "mystery" activity and gave the students clues. In teams they then had to draw out the family tree based on the information.As an extension I asked to create their own family trees and clues. Alternatively you could send quick-finishers to support teams that have not yet finished. The first sldie of the PowerPoint show some examples of family tress in case students are unsure. The second slide has the solution. Examples of clues: Kristell et Hervé ont divorcé. Lou est la demi-sœur de Yann. Yann est le demi-frère de Lise. Yvon est le mari de Kristell. Lise est la sœur d’Éric. Il y a six enfants. Anya est la fille de Kristell et Hervé. Hervé s’est remarié avec Marie. Yann a deux sœurs et deux demi-sœurs. Watch out for red herrings!

This is a PowerPoint template for a 20 minute introductory session for the first lesson in September. It includes: a slide to introduce yourself a quick tonguetwister a slide for you to fill in the lesson objectives a slide for you to fill in why you love languages, a slide with the Nelson Mandela quotation: ‘If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.’ Then the students discuss the questions: What percentage of the world’s population speak English as a first language? What percentage of the world’s population do not speak any English? You talk through the answers and watch 2 short fun Youtube links. Then there is a slide for you to add in your expectations (examples given). Finally there are 2 motivational slides: Intelligence is not fixed or unchanging. We can build intelligence. You have power over your perception of the world. Replace “it’s a problem” with “it’s an opportunity”. When we believe in our abilities we can accomplish great things. Take risks! Stay curious! Inspire others.

This simple sheet helps students to practise their pronunciation. Information included: French pronunciation! In French, many words are not pronounced as we would expect! Here are a few rules to help: • The letters “t” and “s” are not pronounced (are silent) if they are at the end of the word. e.g. français, chat. • The letter “h” is also silent e.g. hôtel, hôpital. • The letters “th” are pronounced “t” e.g. théâtre, thé. • If the letter “c” has a cedilla attached it is pronounced like the letter “s” e.g çava. • The letters “se” at the end of a word are pronounced “z” e.g. française. • the letters “ent” at the end of a word are not pronounced e.g. ils jouent. I first write up the words on the board and ask the students to discuss the pronunciation. Then I talk the students through the sheet and drill them. Finally I test the student's knowledge with a game of noughts and crosses in teams. I draw the grid in the board and give each square a number. Then a student chooses a square for their team and I write one of the words in the square. To win the square they must pronounce the word correctly. If they get it wrong the other team can steal the square if they pronounce the word correctly. The students love this game!

I use this differentiated worksheet to revise classroom vocabulary. it is divided into 2 sections and uses the first 12 minutes of the film. Être et avoir. Worksheet EXTRACT: Start : – 06.31 Cochez les choses que vous voyez : la neige des vaches des arbres un fermier une fenêtre une gomme un taille-crayon des chaises des tables un tableau une calculatrice un stylo des livres/ des cahiers Extra extract : 1. On voit quels animaux dans la salle de classe ? 2. Les chaises sont de quelle couleur ? 06.31 – 12.43 Extract: Choisissez la bonne réponse. 1. Ils apprennent comment … a. lire b. parler anglais. c. écrire 2. Ils utilisent des feutres de quelles couleurs ? a. rouge b. rose c. orange d. vert e. bleu f. violet 3. Marie dit qu’elle a fait mieux que… a. Jojo b. Johann c. Létitia Extra extract: 1. Comment dit-on « je n’ai pas bien regardé » en anglais? 2. Qu’est-ce qu’il y a dans le coin ? 3. Comment dit-on « pas bien » en anglais? 4. Sur le tableau il y a… a. des calculs b. des mots en anglais c. des dessins.

This presentation presents expressions using the preterite of -ar verbs to describe holidays and then elicits the fomration of the first and third person singular and the first person plural. Expressions: Me alojé en un hotel. Visité un castillo. Compré unas gafas de sol. Nadé en el mar. Lo pasé fenomenal. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Slide 7 elicits: Look at the infinitive and the preterite. What do we remove from and add to the infinitive to form the preterite? Comprar - compré Remove the ar and add é. Slide 8 elicits: Now look at the following forms of the preterite. What do we remove from and add to the infinitive to form the preterite? Visitar - visitamos = we visited Visitar - visitaste = you (singular informal) visited. Remove the ar and add amos/aste. The next section of slides have verdad o mentira questions. Then there is a "¿Qué es?" slides. 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 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 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. All: Translate the films below. Most: Identify the tenses. Some: Perfect Pronunciation Challenge & QFQs! Je regarde un film d’aventure. Je vais regarder un dessin animé. J’ai regardé un film policier. J’adore regarder les films de science-fiction. Je n’aime pas les films d’horreur. Je regarde un western. Je vais regarder une comédie. Nous avons regardé un film romantique. 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 presented: Je voudrais: du poulet. du fromage. du beurre. de l’eau minérale. Je bois du lait. Je mange des carottes. J’aime manger des yaourts. J’ai mangé des œufs. Nous mangeons de la confiture. Je ne mange pas de jambon. Je n’ai pas de concombre. 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 first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have mutiple choice questions. Then there are "what's missing?" slides. The final slide has pictures of all the phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins!

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!

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!

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.

This simple 5 slide PowerPoint elicits the formation of the Conditional Perfect Tense. My students found this a challenging 15 minute warmer activity to test their knowledge of the conditional perfect tense. I gave out mini-whiteboards and gave them 20 seconds to choose the correct answer. Choisissez la bonne phrase au conditionnel passé A. J’aurais fini B. J’aurait fini C. J’aurais finie D. J’aurai fini Enjoy!

I use these English - French matching cards to revise key conjunctions which take the Subjunctive. Expressions on cards: Pour que/ afin que/ de façon que/ de manière que/ de sorte que À moins que…ne À condition que/ Pourvu que Avant que…ne En attendant que/ jusqu’à ce que Bien que/ quoique Non que Ce n’est pas que De crainte que…ne… De peur que…ne… Sans que 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. I use these English - French dominoes to revise expressions of emotion and the subjunctive. Expressions: Je suis surpris qu’elle ne fasse qu'un minimum de travail en ce moment. 1. My mother is very happy that you have settled well into your new house. Ma mère est très contente que vous soyez si bien installé dans votre nouvelle maison. We are happy that the weather is fine today. Nous sommes heureux qu’il fasse beau aujourd’hui. I am afraid that she isn’t happy. J'ai peur qu'elle ne soit pas contente. He is sorry that you didn’t pass the exam. Il est désolé que tu n'aies pas réussi à l'examen. I am sorry that we are not going to France this year. Je regrette que nous n'allions pas en France cette année. They are afraid that the situation is getting worse. Ils craignent que la situation s'empire. Are you sad that the neighbours have to move? Es-tu triste que les voisins doivent déménager? It’s a shame that she didn’t say anything to you. C’est dommage qu’elle ne t’ait rien dit I would rather that we go to Spain this summer. Je préfère que nous allions en Espagne cet été. He is glad that you can come and visit us. Il aime que tu puisses venir nous rendre visite. We are surprised that he didn’t visit us. Nous sommes surpris qu’il ne soit pas venu nous rendre visite. I am surprised that she is only doing a minimum amount of work at the moment. You may choose to have different levels of challenge and games as listed above for the matching cards.

The PowerPoint should be used with the English - French matching cards to elicit the formation and use of the present participle. Examples of expressions on cards: Il faut réagir énergétiquement en évitant de se battre. You have to react energetically while avoiding a fight. Tu ne perdras jamais de kilos en mangeant tant de plats sucrés. Will will never ________________ whilst you eat so many ___________.

This PowerPoint presents the following expressions with avoir and regular past participles: J’ai joué au foot. J’ai regardé la télé. J’ai écouté de la musique. J’ai mangé un gâteau. J’ai fini mes devoirs. J’ai vendu ma voiture. 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! Slide 21 asks: J’ai joué au foot. This sentence is made up of 2 key ingrediants. What are they? Elicit from the students: J’ai = the form of avoir. joué = the past participle. Slide 22 elicits the conjugation of avoir. Finally use slide 23 to elicit the formation of the past participles (I write the rules on the board). Battleships Expressions: J’ai Tu as Il a Elle a Nous avons Vous avez Ils ont Elles ont joué au foot. regardé la télé. écouté de la musique. mangé des gâteaux. fini les devoirs. vendu la voiture. 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. Enjoy!

This differentiated role play practises the future tense and holiday vocabulary plus a little exposure to the conditional perfect. Example questions and answers: Mes projets pour les vacances. A. Où iras-tu en vacances l’année prochaine? B. Cette année/ comme d’habitude/ pour la première fois j’irai au bord de la mer/ à la campagne/ chez mes grands-parents/ à Paris/ en Angleterre/ en Espagne/ aux États-Unis. Je resterai à la maison. A. Avec qui ? B. J’y irai avec ma famille/ mes amis/mon copain/ma copine/ ma classe. Other questions: A. Qu’est-ce que tu feras ? A. Ce sera comment ? A. Tu aurais préféré aller où ? A. Tu aurais préféré faire quoi ? Extra questions and answers for stronger students: A. Ou es-tu allé(e) l’année dernière ? B. L’année dernière je suis allé(e) au bord de la mer/ à la campagne/ chez mes grands-parents/ à Paris/ en Angleterre/ en Espagne/ aux États-Unis. Je resterai à la maison. A. Qu’est-ce que tu as fait ? B. J’ai fait du sport/ du VTT/ de la natation/ de l’équitation/un stage de tennis/ de la planche à voile/ du parapente. A. C’était comment ? B. C’était très/ assez/ extrêmement/ un peu génial/ ennuyeux/ fatigant/ passionnant.

Expressions: Je m’entends bien avec lui. Je ne m’entends pas bien avec elle. Je fais mes devoirs chez moi. Nous avons joué au tennis avec elles. Je vais faire du VTT avec eux. Je voudrais travailler avec toi. Lui, il est égoïste! Pierre est plus pénible que vous! Il est allé en ville avec nous. 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 teses 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!

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.