Wall of connectives, each connective goes on a brick of a different size. You can modify the bricks to add in your own connectives (other words or other language!) Student use connectives to “build” their paragraph. Check out the “hedge of intensifier”: intensifiers are what students used to make the paragraph that they have built pretty ! It is designed to go on top of the wall of connectives.

Hedge of Intensifiers, each intensifier goes on a brick of a different size. You can modify the hedges to add in your own intensifiers (other words or other language!) Student use connectives to make the paragraph that they have built pretty ! Check out the “Wall of connectives”: student use connectives to “build” their paragraph. Both resources are designed to be displayed together.

Wall of connectives, each connective goes on a brick of a different size. You can modify the bricks to add in your own connectives (other words or other language!) Student use connectives to “build” their paragraph. Check out the “hedge of intensifiers”: intensifiers are what students used to make the paragraph that they have built pretty ! It is designed to go on top of the wall of connectives.

Aimed at Yr11 Foundation sets covering jobs and sectors and aiming to extend the number of details mentioned about why we like / dislike a job we would(n’t) like to do (where we would work, who with, etc…) The activities are differentiated. 2 lessons of 1 hour each (lesson 1 has the potential to be 2 lessons). Lesson 1: Pratice of new vocab through the game “Quiz Quiz Trade” then leads to sentence writing with the same structure repeated to support memorisation "Je voudrais être prof et je travaillerais dans une école avec des enfants. Listening, Speaking and writing around a survey with high sentence starters (ce qui t’intéresserait le plus… L’orientation qui t’attire le plus, ce serait un métier/poste dans…). The end writing is in the 3rd person singular and aim to be a practice run to answer the question “Qu’est-ce que tes parents font comme travail?” Lesson 2: Starter consists of 3 bullet points from past paper writing. Students have to translate the bullet point and choose the most appropriate response for each of them (revision of theme 2). 1st activity is a listening from a past paper (Foundation for now) to review recently seen vocab, recaping listening strategies. Sectors are introduced and drilled in through several games of Morpion (tic tac toe / noughts and crosses). Listening activity to practice. Leads to the practice writing (modelled by the teacher) of a bullet point from a past paper (Higher 20 mark from 2021). Check up the previous lesson (free) to see what to expect on this one: https://www.tes.com/teaching-resource/theme-4-french-jobs-higher-12906923

Lesson on future plans designed for a higher group of Yr11s. Explores the subjunctive (optional), imperfect infinitive (après avoir…) and recaps the simple future. See below for details. Lesson on future plans, designed for a lower set Yr11. Lesson of 1 hour that contains: Reading: starts with vocab presentation through a reading (finds synonym, helped with cognates and context to actively engage with the meaning of the vocabulary. Use of present tense sentences with value of future (J’espère + infinitive, J’ai envie de, je veux, j’ai l’intention de…) Reading: more complex reading, practicing the new vocab and exploring sequencers and introducing imperfect infinitives (après avoir fait… avant d’aller…) Grammar point (differentiated - more detail on PPT): Main point: perfect infinitive. Lower Prior Attainment + lower ability in the (top set) class: first revision of perfect tense through a worksheet that leads them to the practice of the perfect infinitive. Medium Prior Attainment + middle ability (in the top set class): practice of the perfect infinitive after the language presentation. Higher Prior Attainment + stretch (optional): after the language presentation on the perfect infinitives, language presentation on the subjunctive, first practice through questioning. Grammar point practice with mini-whiteboards (perfect infinitive + simple future OR perfect infinitive + subjunctive). Writing: Leads to a guided writing using sequencers and mix of tenses.

Aimed at Yr11 Foundation sets covering jobs and sectors and aiming to extend the number of details mentioned about why we like / dislike a job we would(n’t) like to do (where we would work, who with, etc…) The activities are differentiated. 3 lessons of 1 hour each. Lesson 1: Pratice of new vocab through the game “Quiz Quiz Trade” then leads to sentence writing with the same structure repeated to support memorisation "Je voudrais être prof et je travaillerais dans une école avec des enfants. Lesson 2: After the Do Now / Starter, start with a past paper listening (2019) about where young people want to work (going through listening strategies again). Speaking activity to review the structure from lesson 1 (version of the sentence thief), finally a Listening, Speaking and writing around a survey. The end writing is in the 3rd person singular and aim to be a practice run to answer the question “Qu’est-ce que tes parents font comme travail?” Lesson 3: Starter consists of 3 bullet points from past paper writing. Students have to translate the bullet point and choose the most appropriate response for each of them (revision of theme 2). Lesson carries on with a listening revising adjectives of personality, job environment,… and introduces sector. Sectors are drilled in through several games of Morpion (tic tac toe / noughts and crosses). Leads to the practice writing (modelled by the teacher) of a bullet point from a past paper (Foundation 20 mark from 2021). Check up the previous lesson (free) to see what to expect on this one: https://www.tes.com/teaching-resource/resource-12906930

A lesson aimed for a higher set of Yr11s students, covering the topic of languages (grammar: placement of adverb + tenses). You will find: A conjugation exercise asking students to conjugate Parler, Utiliser, Comprendre and Apprendre in all nearly tenses (pluperfect, perfect tense, present tense, subjunctive present tense, near future, simple future, conditionnal). A reading with people talking about what languages they speak and students have to match up with flag (each reading has at least a complex sentence in another tense that students are asked to identify and translate). A grammar point on the placement of adverbs as well as an exercise using MCQ and mini-whiteboard as a whole class CfU A very simple reading to introduce what one could use languages for A complex listening (with worksheets differentiated on 3 levels) to practice. A complex translation from English to French, using several tenses and covering all we have seen in the lesson.

Lesson covering sports we play and we do and putting them in a sentence with present tense + since. Extension: the pronoun “y” (j’y joue depuis trois ans). 3 lessons of 50 min / an hour each. Lesson 1: Recap of sports you play (with correct au / à la / aux), whole paradigm of verb “jouer” in the present tense Lesson 2: Study of since in sentences + grammar point Lesson 3: More practice in the content of lesson 1 and lesson 2 and adding higher opinion about doing sports such as “je décompresse”.

Lesson aimed at Yr9 students covering sports you do and instruments, justification as to how those hobbies are beneficial and with the use of the pronoun “en” and since. I have paired them up together as both categories use “du / de la / des” and have “en” as a pronoun. 3 lesson of an hour each. Lesson 1: Revision of sports (play) + adding instruments. Grammar point: du / de la / des with the instruments and introduction of “j’en joue” (based on prior learning “j’y joue”). Lesson 2: Recap of sports we do + j’en fais. Then practice of sports (play) + j’y joue depuis; instruments + j’en joue depuis and adding sports (do) + j’en fais depuis… Lesson 3: Practice of since with production by the student (translation to French). Practice of opinion justifications such as “j’oublie mes soucis”, “c’est bon pour le corps et l’esprit”.

A lesson aimed for a higher set of Yr11s students, covering the topic of languages (grammar: placement of adverb + tenses). You will find: A conjugation exercise asking students to conjugate Parler, Utiliser, and Commander in the following tenses: perfect tense, present tense, near future, simple future and conditionnal. A reading with people talking about what languages they speak and students have to match up with flag (each reading has two to three languages each, and students are asked which is their mothertongue and which is the one they use the least). A grammar point on the placement of adverbs as well as an exercise using MCQ and mini-whiteboard as a whole class CfU A reading to introduce what one could use languages for A lotto of languages: students have their own card with a language, an adverb and what they use it for. They also have a lotto card with two langugages, two advers and two use for languages. They have to make conversation with other students to tick them all. A complex translation from English to French, using several tenses and covering all we have seen in the lesson.

Lesson aimed at a Yr9 group, covering the vocab of books, books genre and reading (including opinions). Also covers the negative sentence in this context. Two lesson of an hour each. Lesson 1: recaps book genre and studying them into context with opinion and negative sentences. Lesson 2 two possibilities, both included): Both lesson starts with the study of the negative sentence (with pas, plus and jamais). Both lesson then introduce vocab to argue for or against paper books / ebooks, and then study them in the context of a reading (one uses resources from a manual, whereas the other uses a frame used to write across all topics).

Lesson aimed to a Year 10 class for higher students, covering countries, preposition “en”, “au” and “aux”. A 6 hour lesson: Lesson 1: Countries + work on the correct preposition. Lesson 2: Transports + accomodation Lesson 3: Conditionnal + practice with set phrases “je voyagerais”, “je resterais” Lesson 4: Holidays routine (present tense) + adding conditional Lesson 5: Conditional practice with model phrases Lesson 6: More practice of the conditional and reflexive verbs

Lesson aimed at a lower Yr11 set covering the vocabulary of countries, transports and accommodation, in the present tense (See Higher / Bundle for the same lesson with conditional verbs and explicit teaching of the conditional). A two-hour lesson. Lesson 1: Re teach of the negative sentences that goes into depth in terms of word order. Studies of countries at word level Studies of countries at sentence level (with the correct preposition). Revision of the verb to go in the present tense. Lesson 2: Adding vocabulary for accommodation and transports + practice with a guided writing. More practice through listening and final practice with a writing (a writing frame included for certain students if needed)

Lesson aimed at a higher set of Yr11s and covering the vocabulary needed to book a hotel room (included showers, single/double bed, etc…) and covering the grammar point of nous vs on (useful for the 28 mark formal essay). A four-hour lesson. Lesson 1: Covering vocabulary of hotel rooms and introducing sentences with “nous” and “on”, as well as “avec” and “sans”. Lesson 2: Practicing the verb loger in several tenses and practicing the vocab seen in Lesson 1 with a reading talking about several hotels. Adding other vocab such as “petit-déjeuner inclus” “nos chambres modernes vous attendent” (seen as chunks). Lesson 3: Focus on “on” vs “nous” in the present tense (verb endings) Lesson 4: Study of a listening (conversation to book a room) followed by a speaking based on the questions of the listening. Students are given a card with information in English about the room they want to book and are asked to play out the role play.

Lesson aimed at a higher set of Yr11s and covering the vocabulary of transports, leading to a role play on booking your own train ticket and giving your opinion on which means of transport you would rather travel in, using comparatives. A four-hour lesson. Lesson 1: Starts with chunks of sentences to do with transports (plane, car, train) such as “quai”, “guichet”, “aéroport” then revises the sentence structure “il faut + inf” (eg il faut montrer son passeport à la douane". Study of a challenging gap fill listening / reading through 4 activities exploring listening and reading strategies. Lesson 2: Study of questions of a ticket booking, model through a listening. Leads to a role play where each student has a different train ticket that they want to buy with different information on them (destination, time, platform number, single / return, etc…). Lesson 3: Study of 12 sentences with different tenses and the verb “voyager”. Recap of the comparative structure. Lesson 4: Recap of comparative and adding justifications as to why one transport has their preference over another. Leads to a guided writing.