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.

I use these French cards to revise the differences between the present, perfect and near future tenses. Great for the beginning of term and throughout the school year. Expressions on 3 tenses cards: Je suis allé au cinéma. Je vais au cinéma. Je vais aller au cinéma. J’ai fait mes devoirs. Je fais mes devoirs. Je vais faire mes devoirs. J’ai regardé la télévision. Je regarde la télévision. Je vais regarder la télévision. J’ai joué au football. Je joue au football. Je vais jouer au football. J’ai mangé un sandwich. Je mange un sandwich. Je vais manger un sandwich. J’ai acheté des vêtements. J’achète des vêtements. Je vais acheter des vêtements. J’ai surfé sur Internet. Je surfe sur Internet. Je vais surfer sur Internet. J’ai écouté de la musique. J’écoute de la musique. Je vais écouter de la musique. Je me suis lavé(e). Je me lave. Je vais me laver. Expressions on Aller cards (equivalents on the Jouer cards): Je vais Tu vas Il/Elle/On va Nous allons Vous allez Ils/Elles vont Je suis allé(e) Tu es allé(e) Il/Elle/On est allé(e) Nous sommes allé(e)s Vous êtes allé(e)s Ils/Elles sont allé(e)s Je vais aller Tu vas aller Il/Elle/On va aller Nous allons aller Vous allez aller Ils/Elles vont aller You may choose to have different levels of challenge. For example, Level 1 = put the cards into 3 columns: present, perfect and near future tense and discuss the translation and pronunciation. Level 2 = As Level 1, 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. Lotto Expressions: j’ai joué au volley je vais jouer au ping pong je prends des céréales je bois un Coca je vais boire un thé j’écris une lettre j’ai fait de la natation j’ai bu un café je danse j’ai regardé la télé je vais manger une pomme je joue au foot je vais danser je lis un livre j’ai écrit une lette j’ai lu un livre je mange un hamburger je vais faire de l’équitation je regarde un film je vais lire un magazine je fais du jogging j’ai dansé j’ai pris un jus d’orange j’ai mangé une glace Enjoy!

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: Je me réveille. Je me lève. Je me douche. Je me brosse les dents. Je me lave. Je m’habille. Je prends le petit déjeuner. Je me couche. 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 song is on one PowerPoint slide and is sung to the tune of jingle bells: Je me lève, je me lave, je me brosse les dents. Je m’habille, je fais pipi et je quitte la maison. OH ! A huit heures je prends le bus et je vois mes amis. Puis j’arrive au collège à huit heures et demie !

Expressions: Je porte…un tee-shirt un sweat un polo Je vais porter…un pull une chemise un blouson/ une veste J’ai porté…un pantalon un jean un short Il faut porter…une jupe une robe une cravate Je voudrais porter…des chaussettes des baskets des chaussures J’adore porter…des sandales des bottes une casquette The first slides have the phrase and a picture for the first 9 items of clothing. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. Then there is a "qu'est-ce que c'est?" slide. The next slides present the remaining vocabulary followed by a Beat The Teacher game slide: The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Finally there are "what's missing?" slides. Slide 20 can be used to re-elicit all the clothing items. Battleships Expressions: Je porte J’adore porter J’aime porter Je n’aime pas porter Je déteste porter un jean bleu. un pantalon noir. une jupe verte. un pull rouge. une robe bleue. des chaussettes jaunes. Battleships Game Instructions Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

There are 3 resources: 1. A "discussion mat" of general phrases for lively debate including: Tu es d’accord? = Do you agree? Je suis d’accord = I agree Je ne suis pas d’accord = I disagree Attend! = Wait! C’est ridicule! = That’s ridiculous! Tu es fou/folle?! = Are you crazy?! Ce n’est pas juste = It’s not fair! Tu plaisantes? = You must be joking/ are you joking? Check the pronunciation of these expression first. 2. A template to give opinions of clothes (colours included). Opinions: moche(s) démodé(e)(s) cool joli(e)(s) chic sophistiqué(e)(s) décontracté(e)(s) habillé(e)(s) pratique(s) sportif/ive(s) I ask the students to discuss the translation and pronunciation of these expressions. Extension: discuss and/or look up additional opinions. 3. A PowerPoint of various outfits. Simply pair up/ group the students (I find similar abilities work best together for this activity) and give them 1 minute to debate the outfits. Encourage the stronger students to come up with spontaneous phrases and to ask you for additional vocabulary/ phrases as necessary. It takes a little while to set this up thoroughly, but I loved watching the students expressing a range of opinions and really engaging with the material!

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 7/8 colours & PPC! Most: Translate 8/8 colours & PPC! Some: What other colours can you remember? How would you say blue trousers, a white shirt & some black shoes? Jaune Bleu/ bleue Blanc/ blanche Gris/ grise Marron/ brun/ brune Noir/ noire Rouge Vert/ verte The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the masculine/feminine rules and to drill. The next section of slides have multiple choice questions. Then there is 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!

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: 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!

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!

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: Le mercredi, à dix heures Le lundi à onze heures Le mardi à huit heures moins le quart Le jeudi à une heure moins vingt Le dimanche à deux heures moins vingt-cinq on a musique. on a dessin, c’est génial ! nous avons allemand, c’est intéressant. j’ai histoire, c’est nul. il a EPS, c’est très fatigant. elle a l’art dramatique, ce n’est pas marrant. 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!

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!

Expressions: Le football. Le tennis. Le rugby. Le ping-pong. Le surf. La voile. La natation. Le vélo. Le skate. Le patinage. L’équitation. 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!

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.

Vocabulary presented: J’ai un stylo. J’ai un crayon. J’ai un cahier. J’ai un livre. J’ai un taille-crayon. J’ai un classeur. J’ai un sac. J’ai un dictionnaire. J’ai une règle. J’ai une trousse. J’ai une gomme. J’ai une calculatrice. J’ai des ciseaux. J’ai des feutres. J’ai des tennis. 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 check the pronunciation, the English, whether the noun is masculine or feminine and to drill. As there are quite a lot of items I have divided them into 2 groups, starting with the first 7 items. The next section of slides have multiple choice questions. Then there are "Qu’est-ce que c’est?" slides. Then I have added slides of the next 8 phrases and pictures, followed by multiple choice questions and "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 Expressions: I have added in a range of tenses and other expressions to challenge and stretch the students. Je voudrais un crayon Je n’aime pas mon taille-crayon J’ai besoin d’une règle J’achète des ciseaux Je n’ai pas de classeur j’ai quinze dictionnaires ! je vais acheter un bâton de colle. je n’ai pas de feutres. j’ai acheté une calculatrice. j’ai oublié mes tennis. J’ai perdu ma trousse.

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!

Expressions: Je regarde la télé. (regarder) Je danse. (danser) Je joue sur une console. (jouer) Je surfe sur Internet. (surfer) J’écoute de la musique. (écouter) Je retrouve des amis. (retrouver) Je vais au cinéma. (aller) Je vais à la pêche. (aller) 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 each 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 "Qu’est-ce que c’est?" 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!