My name is Christopher Palmer and I am a languages practitioner. I am now in my sixteenth year of teacher and I have a wealth of experience of liaising with the standard EdExcel GCSE French, Cambridge International GCSE French, EdExcel A-Level French, beginner's Mandarin courses and I am starting to become acquainted with IB French. I have published a vast array of resources which span Key Stage 2-5.
My name is Christopher Palmer and I am a languages practitioner. I am now in my sixteenth year of teacher and I have a wealth of experience of liaising with the standard EdExcel GCSE French, Cambridge International GCSE French, EdExcel A-Level French, beginner's Mandarin courses and I am starting to become acquainted with IB French. I have published a vast array of resources which span Key Stage 2-5.
This resource uniquely looks at numbers in the 50s in French.
Go through the powerpoint with the children, looking at the numbers which all start with ‘cinquante-’. Re-iterate to the children that numbers which contain a ‘1’ in the units, all have the word ‘et’ in the middle of the word.
This resource also looks at expressing age and the difference between ‘tu’ or ‘vous’. The lower level looks at numbers, age and ‘tu’ or ‘vous’. The higher level looks at the years when people were born in as well as numbers, age, extended use of ‘tu’ or ‘vous’ and adjectival agreement. There is also extra more complex material for the more able students and in particular, the gifted and talented as it also explores as to whether one is in their early, mid or late fifties. If there are gifted and talented learners or native French speaking learners present in the class, go through the higher level material with them. There is a differentiated follow-up quiz. Play the quiz with the students.
After the presentation of the numbers, get the students to copy out the numbers in the attached assigned workbook and then complete the listening activity. If there is time in the lesson, get the learners to complete the subsequent activities such as filling out the speech bubbles while selecting the correct answer. For the higher level activity, assume the year is 2020 as that is when the workbook was created.
For homework, the children can complete the mathematical questions.
As a plenary, play the picture pair game with them.
I will be uploading more resources for numbers in the 60s, 70s, 80s, 90s and 100s. Feel free to look out for them!
Happy teaching and learning!
This resource uniquely looks at numbers in the 60s in French.
Go through the powerpoint with the children, looking at the numbers which all start with ‘soixante-’. Re-iterate to the children that numbers which contain a ‘1’ in the units, all have the word ‘et’ in the middle of the word.
This resource also looks at expressing age and the use of the third person singular form of the verb ‘avoir’. The lower level looks at numbers, age and ‘il’ and ‘elle’. The higher level looks at the years when people were born in as well as numbers, age, extended use of ‘il’ or ‘elle’ and adjectival agreement. There is also extra more complex material for the more able students and in particular, the gifted and talented as it also explores as to whether one is in their early, mid or late sixties. If there are gifted and talented learners or native French speaking learners present in the class, go through the higher level material with them. There is a differentiated follow-up quiz. Play the quiz with the students.
After the presentation of the numbers, get the students to copy out the numbers in the attached assigned workbook and then complete the listening activity. If there is time in the lesson, get the learners to complete the subsequent activities such as filling out the speech bubbles while selecting the correct answer. For the higher level activity, assume the year is 2020 as that is when the workbook was created.
For homework, the children can complete the mathematical questions.
As a plenary, play the picture pair game with them.
I will be uploading more resources for numbers in the 70s, 80s, 90s and 100s. Feel free to look out for them!
Happy teaching and learning!
Welcome to the ninth installment of months of the year, weather and seasons. This resource is geared towards learners of Key Stage 2 level and it focuses on the month of September and associated weather and season.
Present the numbers from 1-30 in French first of all and then ask the children if their birthday is in September. Ensure you tell the students that the first of the month is ‘le premier’. Ask them the question, ‘c’est quand, ton anniversaire’. Encourage them to reply ‘mon anniversaire, c’est le ____ septembre’.
Present the story and vocabulary to them. They are also available in the workbooks. The children can look at their workbooks as the story is presented on the board. If there are gifted and talented students in the class or native French speakers, present the more complex vocabulary to them which is ‘il est nuageux’.
Get the students to complete the classwork such as the mix and match activity and the listening activity. When completing the listening activity, be sure to alternate between the lower level and the higher level questions. Next, the students can colour in the summer picture in their workbook and then cut out the pictures and the labels from the sheet overleaf and label the colouring in sheet by sticking the correct pictures and labels together.
Play the quiz with the students. There are differentiated levels on the quiz and each student should select which level they feel most comfortable with.
There is also differentiated homework which revises the weather vocabulary from January to September.
Happy teaching and learning!
This resource uniquely looks at numbers in the 90s in French.
Go through the powerpoint with the children, looking at the numbers which all start with ‘quatre-vingt-’. Re-iterate to the children that numbers which contain a ‘1’ in the units, all usually have the word ‘et’ in the middle of the word, however ‘91’ is an exception to this rule. Ask the children why they think ‘90’ is called ‘quatre-vingt-dix’.
This resource also looks at expressing age and the use of the third person singular form of the verb ‘avoir’. The lower level looks at numbers, age and using ‘avoir’ in the ‘nous’ form. The higher level looks at the years when people were born in as well as numbers, age, extended use of ‘nous’ and adjectival agreement. It also incorporates the use of possessive adjectives for ‘nous’ such as ‘notre/nos’. There is also extra more complex material for the more able students and in particular, the gifted and talented as it also explores as to whether one is in their early, mid or late nineties. If there are gifted and talented learners or native French speaking learners present in the class, go through the higher level material with them. There is a differentiated follow-up quiz. Play the quiz with the students.
After the presentation of the numbers, get the students to copy out the numbers in the attached assigned workbook and then complete the listening activity. If there is time in the lesson, get the learners to complete the subsequent activities such as filling out the speech bubbles while selecting the correct answer. For the higher level activity, assume the year is 2020 as that is when the workbook was created.
For homework, the children can complete the mathematical questions.
As a plenary, play the picture pair game with them.
I will be uploading more resources for numbers in the 100s and 110s. Feel free to look out for them!
Happy teaching and learning!
This resource uniquely looks at numbers in the 80s in French.
Go through the powerpoint with the children, looking at the numbers which all start with ‘quatre-vingt-’. Re-iterate to the children that numbers which contain a ‘1’ in the units, all usually have the word ‘et’ in the middle of the word, however ‘81’ is an exception to this rule. Ask the children why they think ‘80’ is called ‘quatre-vingts’.
This resource also looks at expressing age and the use of the third person singular form of the verb ‘avoir’. The lower level looks at numbers, age and ‘il’ and ‘elle’. The higher level looks at the years when people were born in as well as numbers, age, extended use of ‘il’ or ‘elle’ and adjectival agreement. It also incorporates the use of possessive adjectives for ‘il’ and ‘elle’ such as ‘son/sa/ses’. There is also extra more complex material for the more able students and in particular, the gifted and talented as it also explores as to whether one is in their early, mid or late eighties. If there are gifted and talented learners or native French speaking learners present in the class, go through the higher level material with them. There is a differentiated follow-up quiz. Play the quiz with the students.
After the presentation of the numbers, get the students to copy out the numbers in the attached assigned workbook and then complete the listening activity. If there is time in the lesson, get the learners to complete the subsequent activities such as filling out the speech bubbles while selecting the correct answer. For the higher level activity, assume the year is 2020 as that is when the workbook was created.
For homework, the children can complete the mathematical questions.
As a plenary, play the picture pair game with them.
I will be uploading more resources for numbers in the 90s, 100s and 110s. Feel free to look out for them!
Happy teaching and learning!
This resource uniquely looks at numbers in the 70s in French.
Go through the powerpoint with the children, looking at the numbers which all start with ‘soixante-’. Re-iterate to the children that numbers which contain a ‘1’ in the units, all have the word ‘et’ in the middle of the word. Explain to the children that they also require to know the numbers in the tens when forming numbers in the 70s.
This resource also looks at expressing age and the use of the third person singular form of the verb ‘avoir’. The lower level looks at numbers, age and ‘il’ and ‘elle’. The higher level looks at the years when people were born in as well as numbers, age, extended use of ‘il’ or ‘elle’ and adjectival agreement. It also incorporates the use of possessive adjectives for ‘je’ and ‘tu’ such as ‘mon/ma/ton/ta’. There is also extra more complex material for the more able students and in particular, the gifted and talented as it also explores as to whether one is in their early, mid or late seventies. If there are gifted and talented learners or native French speaking learners present in the class, go through the higher level material with them. There is a differentiated follow-up quiz. Play the quiz with the students.
After the presentation of the numbers, get the students to copy out the numbers in the attached assigned workbook and then complete the listening activity. If there is time in the lesson, get the learners to complete the subsequent activities such as filling out the speech bubbles while selecting the correct answer. For the higher level activity, assume the year is 2020 as that is when the workbook was created.
For homework, the children can complete the mathematical questions.
As a plenary, play the picture pair game with them.
I will be uploading more resources for numbers in the 80s, 90s and 100s. Feel free to look out for them!
Happy teaching and learning!
Welcome to the twelfth and the very final installment of months of the year, weather and seasons! This resource is geared towards learners of Key Stage 2 level and it focuses on the month of December and associated weather and season.
Present the numbers from 1-31 in French first of all and then ask the children if their birthday is in December. Ensure you tell the students that the first of the month is ‘le premier’. Ask them the question, ‘c’est quand, ton anniversaire’. Encourage them to reply ‘mon anniversaire, c’est le ____ décembre’.
Present the story and vocabulary to them. They are also available in the workbooks. The children can look at their workbooks as the story is presented on the board. If there are gifted and talented students in the class or native French speakers, present the more complex vocabulary to them which is ‘il est glacial’.
Get the students to complete the classwork such as the mix and match activity and the listening activity. When completing the listening activity, be sure to alternate between the lower level and the higher level questions. Next, the students can colour in the winter picture in their workbook and then cut out the pictures and the labels from the sheet overleaf and label the colouring in sheet by sticking the correct pictures and labels together.
Play the quiz with the students. There are differentiated levels on the quiz and each student should select which level they feel most comfortable with.
There is also differentiated homework which revises the weather vocabulary from January to December.
Please do have a look at my bundle where you can buy all these resources from January right up to December, that’s right all twelve months of the year, at a discounted price!!!
Happy teaching and learning!
Thank you very much for taking your time to look at this wonderful bundle!
This bundle contains all of the twelve installments containing the months of the year, weather and seasons for January, February, March, April, May, June, July, August, September, October, November and December aimed at Key Stage 2 level.
The vocabulary contained in this pack is widely diverse and well differentiated and there are a wide range of resources available, such as colouring in worksheets, cutting and sticking activities, homework sheets and powerpoints.
The vocabulary contained in this pack is as follows:
January: Il fait froid, il neige, il fait mauvais, l’hiver
Differentiation: Il est neigeux
February: Il fait froid, il y a du gel, il neige, il fait mauvais, l’hiver
March: Il fait beau, il fait du vent, il fait plus chaud, le printemps
Differentiation: Il est venteux, il commence a faire chaud, il fait un beau temps
April: Il pleut, il fait doux, il y a un arc-en-ciel, le printemps
Differentiation: Il est pluvieux
May: le printemps, il fait très doux, il fait du soleil, il fait un temps superb.
Differentiation: Il ne fait plus froid, il fait un très beau temps, Il est ensoleillé
June: l’été, il fait chaud, il y a du foudre, il fait du soleil
Differentiation: Il y a du tonnerre, Il est ensoleillé
July: l’été, il fait très chaud, il fait un temps superb, il fait du soleil
Differentiation: Il est ensoleillé, il fait un très beau temps, il fait énormément, le ciel est tout bleu
August: l’été, il fait très chaud, il fait un temps superb, il fait du soleil
Differentiation: Il est ensoleillé, il fait un très beau temps, il fait énormément, il y a une secheresse
September: l’automne, il fait toujours chaud, il y a des nuages, il fait des éclaircies
Differentiation: Il est nuageux
Octobre: l’automne, il fait plus froid, il y a un orage, il y a une tornade
Differentiation: Il est orageux, il ne fait plus chaud, il y a une inondation
Novembre: l’automne, il fait froid, il grele, il fait du brouillard
Differentiation: C’est la moisson
Decembre: l’hiver. il gèle, il y a de la glace, il y a une tempete de neige
Differentiation: Il est glacial
Happy teaching and learning!
Welcome to the eleventh installment of months of the year, weather and seasons. This resource is geared towards learners of Key Stage 2 level and it focuses on the month of November and associated weather and season.
Present the numbers from 1-30 in French first of all and then ask the children if their birthday is in November. Ensure you tell the students that the first of the month is ‘le premier’. Ask them the question, ‘c’est quand, ton anniversaire’. Encourage them to reply ‘mon anniversaire, c’est le ____ novembre’.
Present the story and vocabulary to them. They are also available in the workbooks. The children can look at their workbooks as the story is presented on the board. If there are gifted and talented students in the class or native French speakers, present the more complex vocabulary to them which is ‘c’est la moisson’.
Get the students to complete the classwork such as the mix and match activity and the listening activity. When completing the listening activity, be sure to alternate between the lower level and the higher level questions. Next, the students can colour in the autumn picture in their workbook and then cut out the pictures and the labels from the sheet overleaf and label the colouring in sheet by sticking the correct pictures and labels together.
Play the quiz with the students. There are differentiated levels on the quiz and each student should select which level they feel most comfortable with.
There is also differentiated homework which revises the weather vocabulary from January to November.
Happy teaching and learning!
Welcome to the first installment of places in the town, which is about shopping for clothes at the department store.
First of all, go through the vocabulary of the clothes and the conjugation of the verbs ‘aller’ and ‘acheter’ and then complete the quiz.
Read the story next to the children. There are differentiated levels of the story, but choose whichever level the children feel most comfortable with.
There is also a differentiated workbook. Get the children to colour in the clothes and the words. Also, they can complete the conjugation of the verbs ‘aller’ and ‘acheter’. Following the story, there are subsequent activities that the children can complete.
Happy teaching and learning!
Welcome to the second installment of places in the town, which is about food and drink at the coffee shop.
First of all, go through the vocabulary of the food and drink and the conjugation of the verbs ‘aller’ in the third person singular. Go over ‘je’ and ‘tu’ from the previous installment. Also introduce ‘je voudrais’ and ‘tu voudrais’ and then complete the quiz.
Read the story next to the children. There are differentiated levels of the story, but choose whichever level the children feel most comfortable with.
There is also a differentiated workbook. Get the children to colour in the food and drink and the words. Be sure that they colour the masculine words in blue ad the feminine words in pink. Also, they can complete the conjugation of the verbs ‘aller’ and ‘vouloir’. Following the story, there are subsequent activities that the children can complete.
Happy teaching and learning!
Welcome to the third installment of places in the town, which is about being at the swimming pool
First of all, go through the vocabulary of being at the swimming pool and the conjugation of the verbs ‘aller’ in the first person plural, as well as ‘je’ and ‘tu’ form of the verb ‘avoir’ and then complete the quiz.
Read the story next to the children. There are differentiated levels of the story, but choose whichever level the children feel most comfortable with.
There is also a differentiated workbook. Get the children to colour in the vocabulary and the words. Be sure that they colour the masculine words in blue ad the feminine words in pink. Also, they can complete the conjugation of the verbs ‘aller’ and ‘avoir’. Following the story, there are subsequent activities that the children can complete.
Happy teaching and learning!
Welcome to the fourth installment of places in the town, which is about being at the cinema
First of all, go through the vocabulary of being at the cinema and the conjugation of the verbs ‘aller’ in the third person plural, as well as ‘je’ and ‘tu’ form of the verb ‘regarder’ and then complete the quiz.
Read the story next to the children. Introduce examples of the ‘y’ pronoun when reading the story. There are examples which the children could do in the attached differentiated workbook. There are differentiated levels of the story, but choose whichever level the children feel most comfortable with.
There is also a differentiated workbook. Get the children to colour in the vocabulary and the words. Be sure that they colour the masculine words in blue ad the feminine words in pink. Also, they can complete the conjugation of the verbs ‘aller’ and ‘regarder’. Following the story, there are subsequent activities that the children can complete.
Happy teaching and learning!
Welcome to the fifth installment of places in the town, which is about being at the castle
First of all, go through the vocabulary of being at the castle and the conjugation of the verbs ‘aller’ in the second person plural, as well as the use of ‘on peut’ and ‘il y a’ and then complete the quiz.
Read the story next to the children. There are differentiated levels of the story, but choose whichever level the children feel most comfortable with. After each picture, ask the children the subsequent questions.
There is also a differentiated workbook. Get the children to colour in the vocabulary and the words. Be sure that they colour the masculine words in blue ad the feminine words in pink. Also, they can complete the conjugation of the verbs ‘aller’ and ‘on peut’ and ‘il y a’. Following the story, there are subsequent activities that the children can complete.
Happy teaching and learning!
Welcome to the sixth installment of learning about the rooms in the house.
This installment is about the bathroom and associated objects.
Go through the powerpoint reviewing the previously-learnt rooms of the house and the associated objects. Next, review the new prepositions and then introduce the bathroom with the associated objects. There is a subsequent quiz with differentiated questions.
There are differentiated workbooks available. Get the students to colour in the objects on pages 2-3 and unscramble the words. From pages 4 to 7, cut out and stick in the pictures of the images featuring the masculine words and the feminine words. On page 8 , the children need to complete the missing words by choosing the words below. On page 9, the children need to draw the bedroom, according to the instructions. On page 10 , they complete the spot the difference activity and then complete the wordsearch on page 11.
There is now a bundle available which contains all the six parts which are the lounge, the dining room, the kitchen, the hallway, the bedroom and the bathroom. Feel free to take advantage of this offer!
Happy teaching and learning!
Students who are studying the IGCSE French course need to know the names of various foods, especially various meats. The activities are very well sequenced and they are also tailored to students of IGCSE level which includes listening, reading comprehension and writing in addition to open questioning. For the spot the difference activity, this could be used as an oral activity, assisting the students as necessary. They can write their answers down following the oral element of the activity.
This resource contains:
1 workbook
1 transcript for the listening activity
1 sound file for the listening activity
Happy teaching and learning!
This resource explicitly outlines the use of the term ‘dont’ in the context of a story about a young girl who was adopted. There are also subsequent follow up activities, fundamentally exercising the use of ‘dont’ and other relative pronouns which your students may have previously encountered.
This activity is geared towards IGCSE level French and it is also useful for students who are studying A-Level French.
Happy teaching and learning!
The subjunctive can be briefly introduced at IGCSE French level as students can be encouraged to implement more complex grammar structures in their writing in order to boost their marks further and is widely used as A-Level. Because the subjunctive can be used in so many different contexts and situations, I have devised its concept into various installments. This bundle includes the first four installments of the subjunctive which are as follows:
Part 1: Regular ‘-er’ verbs and expressions of emotion
Part 2: Regular ‘-ir’ verbs and expressions of obligation and desire
Part 3: Regular ‘-re’ verbs and certain conjunctions
Part 4: Irregular primary verbs ‘aller’, ‘etre’, ‘avoir’ and ‘aller’ with hypothetical expressions
Here is the third installment of the subjunctive.
As you know, mastering the subjunctive is tricky business and it is more geared towards A-Level French. This activity basically describes more functions of the subjunctive in a nutshell in terms of certain conjunctions and it contains step by step methods as to how to form it.
Part 3 solely focuses on how to form regular ‘-re’ verbs in the subjunctive mood.
Other sequels regarding the functions of the subjunctive are also now available and you can also buy the bundle consisting of all 12 parts at a reduced cost!
Happy teaching and learning!
The subjunctive can be briefly introduced at IGCSE French level as students can be encouraged to implement more complex grammar structures in their writing in order to boost their marks further and is widely used as A-Level. Because the subjunctive can be used in so many different contexts and situations, I have devised its concept into various installments. This bundle includes the whole set consisting of the twelve installments of the subjunctive which are as follows:
Part 1: Regular ‘-er’ verbs and expressions of emotion
Part 2: Regular ‘-ir’ verbs and expressions of obligation and desire
Part 3: Regular ‘-re’ verbs and certain conjunctions
Part 4: Irregular primary verbs ‘aller’, ‘etre’, ‘avoir’ and ‘aller’ with hypothetical expressions
Part 5: Irregular ‘-re’ verbs and possibility and necessity
Part 6: Irregular ‘-ir’ verbs - fear, anxiety and forbidding
Part 7: Connaitre and savoir with superlatives and extremity
Part 8: More irregular ‘-ir’ verbs and other conjunctions
Part 9: Reflexive and impersonal verbs + hypothetical state
Part 10: The past subjunctive using ‘avoir’ verbs + miscellaneous expressions which require either the subjunctive or the indicative
Part 11: The past subjunctive using ‘etre’ verbs + inverted questions such as ‘pensez-vous que …’, ‘crois-tu que …’
Part 12: The past subjunctive using reflexive verbs + a revision of all expressions which either require the subjunctive or the indicative.
Happy teaching and learning!
