A couple of tasks that build on Rachel Hawkes's excellent vocab sheet http://www.tes.co.uk/teaching-resource/Type-of-film-vocab-6051216/ - a structured translation task - film reviews I have written largely using the vocab sheet.

Use key verbs in conditional tense to describe ideal home.<br /> <br /> Includes 'boy-friendly' outré vocab like shark pond, football pitch, space ship on Mars - happily girls like this too!<br /> <br /> CORN is connectives, opinions + reasons, negatives.<br /> <br /> See also - ideal school https://www.tes.co.uk/teaching-resource/Ideal-school-lesson-6450673/

Use this test as a diagnostic for KS4 classes - how much do they really know? Then use it for weekly tests with a view to improving. <br /> 10 key sections with vital vocab for GCSE

Structured task with vocab to write detailed film reviews.<br /> <br /> I have found recently 90% of students were leaving off the past participle at the end of the sentences, so I now make them highlight the PPs on the vocab box and highlight all the sentences that end with a G to help reinforce what is needed.

Some off the wall suggestions for what an ideal school would look like using conditional tense. Worksheet and sentences to generate from sheet; powerpoint gives correct answers. Get students to correct their own work as you project correct answers and highlight places where students often make mistakes. See also ideal home https://www.tes.co.uk/teaching-resource/Describe-my-ideal-home-6393414/

Also gets kids to practise the partitive adjective. Could be dictionary work / cover work

This is a mix of questions for the General Conversation from AQA, theme 2. Some of the questions are taken directly from the exam board and a few others are added in.<br /> <br /> For each question there is a writing frame for candidates to prepare a variety of answers. Candidates can work independently to prepare their answers with minimal input from teachers.

<p>Display to give suggestions about why languages matter. Use the template to add your own reasons!</p>

Language in the future tense to talk about job plans after school<br /> <br /> See also this: https://www.tes.com/teaching-resource/future-plans-french-reading-around-the-room-11376164 for an idea on how to exploit this language further.

Introduce / chorus vocab with ppt<br /> <br /> Students note down meaning of vocab on worksheet<br /> <br /> Students practise using quiz quiz trade cards - be careful - to test negatives, some of the cards have very bad advice, including you should take drugs. If uncomfortable, remove before distributing.<br /> <br /> Students then return to seats and complete the guided translation task at the end of the worksheet.

This is the suggested questions for the General Conversation from AQA, theme 1.<br /> <br /> For each question there is a writing frame for candidates to prepare a variety of answers. Candidates can work independently to prepare their answers with minimal input from teachers.

Produce a paragraph in the past tense using dice. Give students vocab sheet and dice. They throw the dice to pick a phrase from each section and put them together into a paragraph, being careful about copying accurately, spelling, and capital letters. If they throw a 6, free choice. Differentiate up by giving a selection of connectives on the board and asking abler students to include them. Learn the paragraph by heart for homework and reproduce under test conditions in next lesson.

How to develop a lesson using coloured silk hankies to teach colours in MFL. Includes suggestions of easy to perform magic tricks that are not too expensive.

The vocab list of French weather from the AQA 9-1 GCSE spec.<br /> <br /> An activity in class and two tarsia / triangle puzzles to practise. First is vocab and a few phrases, second is geared towards tense spotting.<br /> <br /> Differentiated activity suitable for foundation and higher students.

This is the suggested questions for the General Conversation from AQA, theme 3.<br /> <br /> For each question there is a writing frame for candidates to prepare a variety of answers. Candidates can work independently to prepare their answers with minimal input from teachers.

Use these cards to play quiz quiz trade. Cut them out so each student has their own card with a French phrase and the English translation. Students need to be familiar with the vocab before starting. Students stand up and find a partner. A reads the French phrase, B has to respond with what that means in English. A uses the English on her card to verify and to nudge B in the right direction. Once guessed, B reads her French phrase and A responds with English. Once both have done this, they swap their cards and go off and find another partner to begin again.

<p>A booklet with a variety of resources around future jobs - the last GCSE topic.</p> <p>Aimed at crossover students.</p> <p>1 Vocab - sort French into English 2 vocab and translation about future plans 3 same vocab in paragraphs as a reading comp 4 a fancy phrase to use - ne ni ni 5 a consolidating crossword and wordsearch with more vocab about jobs (m/f) and workplaces.</p>

Silly Christmas photos with tasks to describe them, then some plain photos to practise on.

These resources formed a part of an AQA speaking task preparation on celebrations in the home. Three questions on Christmas - what did you do for Christmas last year? Do you like Christmas? Describe your ideal Christmas.<br /> <br /> This was also supplemented by p66 in the AQA French 9-1 book which helps give a balanced view of Christmas by discussing consumerism, poverty and loneliness.

Trapdoor game for speaking as a whole class or in groups.<br /> <br /> Also useful as a writing frame for a basic L6c paragraph using 3 tenses

<p>Starters for lessons built around Dynamo 1 Module 3. Some simple starter activities and recall tasks to be used after teaching the key vocab. Could equally well be plenaries!</p>