This 8 slide PowerPoint introduces the Past Historic. Use it to elicit translations and to present information about it's formation and irregular verbs. I use this PowerPoint slide to revise the Past Historic. I give students mini-whiteboards and they choose the odd-one-out. Examples: je parlai je finis je répondis je vais j’aurai j’allai nous finîmes il but j’eus ils eurent j’ai eu vous eûtes * watch out for the made-up verb at the end!

This Who Wants To Be a Millionaire PowerPoint revises the Present, Perfect, Future and Conditional tenses. It can be used at the beginning of the year and throughout the year for revision. I give the students a mini whiteboard. The task is differentiated as follows: Tout le monde: Choisissez la bonne lettre. La majorité: Traduisez une autre phrase et identifiez le temps. Quelques personnes: Traduisez toutes les autres phrases et identifiez tous les temps. Enjoy!

Metacognition/ Learning To Learn PowerPoint Description I led a School Improvement Group looking at Metacognition, or put more simply Learning To learn. I was concerned that my language classes were not developing efficient and effective ways to memorise new vocabulary and grammatical structures. As a consequence I created this PowerPoint presentation, which I have used with all my classes from years 7- 13 (UK)/ grades 6 to 12. I find it particularly powerful to show before assessments and show it regularly throughout the academic year! It starts with the powerful statement: Intelligence is not fixed or unchanging. We can build intelligence. I then ask the students to discuss how they learn vocabulary and grammatical structures. Then there are some examples of mnemonics in Lingala, Chinese and French, followed by a French grammar analogy. Finally there are 2 slides of ideas for the students to try (which you may wish to print out) such as: Practice testing * You MUST DO THIS! Test and be tested by a friend/family member/ yourself. Write a challenging quiz e.g Millionaire, zondle, Kahoot, Tiny Taps… Teach someone or something (teddy bear will do!). We remember 90% of what we teach others. You may wish to print out some slides for display or perhaps share ideas with parents. Enjoy!

Differentiated worksheet to practise emphatic pronouns. Content: The emphatic pronouns are listed in French and English. Moi Toi Lui Elle Soi Nous Vous Eux Elles EXAMPLE CONTENT: A. Emphatic pronouns are used after prepositions e.g. Je m’entends bien avec elle = ______*students write in the English Je m’entends bien avec lui = __________________________ Sans vous = without _______ B. Emphatic pronouns are used for comparisons e.g. Je suis plus grand qu’elle = ____________________________________. Elle est plus drôle que lui = ____________________________________. C. Emphatic pronouns are used for emphasis e.g. Moi, je suis travailleur, mais toi, tu es paresseux ! = ___________ Moi, je veux une glace = ____________________________. D. They are also used on their own e.g. Qui a un chat? Toi! Lui! Elle! Moi! = _____________________. Exercice A. Complétez et traduisez en anglais. 1. Je m’entends bien avec ______ (them). = ________________. 2. Je ne m’entends pas avec _____ (him). = ________________. Extra (extension task): 1. La femme est derrière ______ (us). = ____________________. 2. David Beckham est plus mignon que _____ (him). = _________. 3. Angelina Jolie est plus intelligente que _____ (her). = ________. Extra extra !: Écrivez 7 phrases en utilisant des pronoms disjonctifs. Write 7 sentences using emphatic pronouns. (Try to use a range of tenses and adjectives and write complex sentences).

I found a great short film (2 mins 20 secs) on YouTube about the history of the Olympic Games, I love the stylised presentation and have created a series of exercises which I hope will make the French commentary accessible to the students. There is a step-by-step PowerPoint to accompany the worksheet (the answers are both on the PowerPoint and on the worksheet). Slide 2: states the lesson objectives: Objectif: To develop your listening skills and to learn facts and vocabulary related to the history of the Olympic Games. This is differentiated into all, most and some. The first worksheet has 3 goals: All: Match the names and the pictures. Most: AND Put the countries in the order that they appear/ are mentioned. Some: AND Match the date to the correct person. To prepare for these tasks the students are told to: All: Discuss how you would pronounce the names with a French accent! Most: AND be able to translate all the countries. Some: AND be able to say all the years in French. Names include: Pierre de Coubertin, Jesse Owens, le dieu grec Zeus, Tommie Smith Countries include: Le Brésil (Rio de Janeiro), La France (Paris), La Grèce (le temple de Zeus), Dates include : 1894, 8ième siècle avant Jésus Christ, 1968 Slide 4 says: Now you will listen to and watch the short film. Remember, you are only picking out key information. Don’t worry if you don’t understand all the French you hear! Also use the images you see, your logic and previous knowledge to help. You will listen and watch twice, maybe more if your teacher agrees! Slides 5, 6 and 7 have the answers. Slide 8 gives instructions to prepare the students for the next listening task. First is to complete Exercise B which is an English to French match up of vocabulary and phrases that the students will need to in order to understand and answer the multiple choice questions. French vocabulary/ phrases include: 1. Les Jeux olympiques antiques. 2. Le pancrace, la course, le tir. 3. Les tremblements de terre et les inondations. 4. Les femmes. Slide 9 repeats the advice on Slide 4. There are 11 multiple choice questions. Examples of questions: 1. Les Jeux olympiques antiques ont été organisés en l’honneur… A. de Pierre de Coubertin. B. du dieu grec Zeus. C. de l’Empereur Théodose 1er. 2. Parmi les sports aux Jeux olympiques antiques ont été…. A. Le pancrace, la course et la boxe. B. Le pancrace, le tennis et la natation. C. Le pancrace, l’équitation et le tir. Slides 10, 11 and 12 have the answers and finally slide 13 provides the opportunity for reflection.

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. Mon école est vieille/ moderne. C’est une école mixte. Il y a 2500 élèves. Il y a soixante salles. Il y a une bibliothèque. Il y a une cantine. Il y a un centre sportif. Il y a dix labos. Il y a un terrain de sport. Il y a douze salles d’informatique. 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 “either **** or ****?” 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 worksheet have a French to English match up of the new expressions. This is followed by a gap-fill where the words needed to fill in the gaps are jumbled up in brackets after the gaps (except for the school name). E.g. Mon école ____________ (aes’plple) __________________________. C’est une _________ (iieellv) école mixte près du centre-ville. ______ (y il a) environ deux mille cinq cents ________ (éèlevs) Then there is a further gap-fill which covers related topics about favourite subject, the school day etc.E.g. Some : Remplissez les blancs: L’école commence à ____________ (ithu hseeur) et demie. Chaque cours dure ______ (nue) heure. J’apprends treize ____________ (esmèrtia). J’adore ________ (sanlg’lai) car c’est ______ (rstè) intéressant, mais nous avons beaucoup de _________ (irdeovs). The final extension task is to: Écrivez 7 questions difficiles sur les textes! There is also a 4 slide PowerPoint with the answers.

This 7 slide PowerPoint can be edited to describe your school. The slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. It presents the following phrases: Mon école/ collège/ lycée! Mon école s’appelle *** C’est une école…. …mixte. …moderne. …bien équipée. C’est une vieille école. I l y a 14 élèves dans ma classe. Il y a 900 élèves en tout. L’année scolaire commence début septembre et finit fin juin. Les cours commencent à 9 heures et finissent à 15 heures 40. Il y a sept cours par jour. Un cours dure une heure. La récréation dure vingt minutes. Le déjeuner dure quarante minutes. J’ai une heure et demie de devoirs tous les soirs. Je prépare un examen qui s’appelle le GCSE.

This series of worksheets accompany the fabulous and quirky French film Belleville Rendez-Vous, which links nicely to Le Tour de France. There are warmer activities and differentiated questions such as tick what you see and putting statements into the correct order for the students to complete. This should take about 3 lessons, great towards the end of term!! Example questions: Exercice B: Vrai ou faux? 1. Quand Champion était jeune il jouait du piano. 2. Quand Champion était jeune il aimait les trains. 3. Bruno aimait les trains. 4. Le film a lieu après 1937. 5. Champion n’aimait pas faire du vélo. 6. Plus tard Madame Souza est devenue entraîneuse. Exercice C : Mettez les phrases dans le bon ordre (1 – 11): Champion se couche : Madame Souza passe l’aspirateur : Bruno rêve (X2) : __ & __ Le Président parle du Tour de France : Des gangsters chassent Champion : Champion mange son dîner : On est au Tour de France : Le camion est en panne : Il s’entraîne en écoutant un disque : Champion monte la montagne : Extra : 1. Comment dit-on « Long live the Republic ? » 2. Comment dit-on « long live France ? » 3. Combien de fois est-ce qu’on voit la Tour Eiffel ? 4. Champion se couche à quelle heure ? 5. Quelle est la date de la photo de Bruno et Champion à la Boule ? 6. Le 17ième étape de la tour de France, où a-t-elle lieu ? 7. Comment dit-on « broom wagon ? » Enjoy!

Expressions: Les métiers! acteur/ actrice chanteur/ chanteuse serveur/ serveuse vendeur/ vendeuse coiffeur/ coiffeuse infirmier/ infirmière médecin musicien/ musicienne footballeur programmeur/ programmeuse mécanicien/ mécanicienne pilote d’avion, professeur, secrétaire, au chômage. 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 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!

These resources are designed to give the students a taste of the thrilling Le Mans ambience and an appreciation of the prestige, dangers and challenges of the event! It uses exciting YouTube clips, colourful slides, matching cards, a video worksheet and a poem/writing template to imagine being a driver in Le Mans. A great end of term lesson! Slide 2 states the objective: Objectif: To learn facts and vocabulary related to Les 24 heures du Mans. All: Will learn 7 new facts and French words. Most: Will learn 9 new facts and French words/ phrases. Some: Will learn 10+ new facts and French words/ phrases. Slide 3 is the warmer and lesson hook. It asks : Qu’est-ce que c’est Les 24 Heures du Mans? There is then a link to the fantastic 1 mins 25 sec trailer for The Journey to Le Mans. The students can then share facts and French vocabulary which they already know. The students then match 9 x English- French cards with facts about Le Mans e.g. Les 24 Heures du Mans sont une course automobile d'une durée de 24 heures. Le Mans est dans le département de la Sarthe en France. La première course s’est déroulée en 1923. Elle est une des courses les plus prestigieuses au monde. Slides 5-11 allow you to run through the information on the cards and elicit the English. Slide 12 links to the worksheet in the resources. The students match French-English vocabulary: 1. Un mécanicien 2. Le podium 3. Un accident 4. Un casque 5. Le coucher du soleil 6. Le lever du soleil 7. Le drapeau à damier 8. Une voiture hybride 9. Un pneu 10. La nuit They then watch the Michelin 2015 Le Mans Highlights (3 minutes 14 secs), ticking the vocabulary they see (I’ve added a couple of additional words to the worksheet). The extension task is to list other things they see. Slide 14 is to be used with the (more detailed) support sheet. It sets out the final creative task: All: You are a Le Mans racing driver! Write a poem/ account of your 24 hours at Le Mans! You may wish to use the suggested template below: Il est 14h59. J’attends. Je suis prêt/ prête. Je suis calme. (time + verb + adjective) Il est 15h00. Le Tricolore! On commence! Je suis confiant/ confiante. Je suis fier/ fière. Il est 22h00. Le coucher du soleil….. Most: Build in negatives e.g. je ne dors pas. Some: Build in: adverbs e.g. parfois and toujours… connectives e.g. et, mais, cependant… other tenses e.g. je voudrais + infinitive. The final slide then gives the opportunity for reflection. I hope you enjoy using these resources!

This colourful and fun PowerPoint presentation presents various daily routine activities including many reflexive verbs. You may wish to show my reflexives PowerPoint having presented this and then play my reflexives battleships game! Vocabulary: Me despierto Me levanto Me ducho Me visto Desayuno. Me lavo los dientes. Me peino. Me acuesto. 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 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! Battleships Instructions Phrases: Me despierto Me levanto Me ducho Me visto Me lavo los dientes Me acuesto a las seis y cuarto. a las cuatro y cuarto. a las siete y media. a las ocho menos cuarto. a las nueve menos diez. a las siete y veinte. 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 Spanish version and then try to play the game saying the Spanish phrases as far as possible from memory. I allow the really weak students to have the Spanish version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the Spanish version and the really strong students aim to refer back to the Spanish version as little as possible. I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

I show the film with English subtitles.This differentiated worksheet is divided into extracts (timings shown). I translate the questions with the students, watch the extract and then check the answers. All sections have some Extra questions to stretch the more able students. Worksheet EXTRACTS: Les choristes. Introduction : divisez les mots ! Lefilm« Leschoristes »alieuenFranceen1949. ClémentMathieuestprofesseurdemusiqueauchômage.Ilaccepteunemploidesurveillantdansuneécoleoùsontplacésdesgarçonsdifficiles. Extra extract : Mathieuserendcomptequelesenfantsontdavantagebesoindecompréhensionet delibertéetilformeunechoraleàpartirdesaclasse. 0 – 4.16 Extract: Cochez les choses que vous voyez : un drapeau des bijoux des gratte-ciels un syndicat d’initiative un nœud papillon un ouvre-boite un costume une rose Extra extract : 1. Le début du film a lieu dans quel pays ? 2. Comment dit-on «an urgent phone call from France» en français? 4.16 – 15.00 extract: Vrai ou faux ? 1. L’histoire commence le 15 janvier 1949. 2. Fond de l’étang veut dire « rock bottom. » 3. Il y a du soleil. 4. Le directeur est ancien joueur de piano. Extra extract : 1. Comment dit-on « ils sont comment, les gamins ? »? 2. Quand Clément rencontre Rachin il est quelle heure? 15.00 – 25.08 extract: Choisissez la bonne réponse. 1. Chaque élève doit écrire leur nom, leur âge et…. a. …leur adresse. b. …leur anniversaire. c. …le métier qu’ils aimeraient faire. 2. Clément a… a. …faim. b. …peur. c. …soif. 3. Le Querec aide… a. …le père Maxence. b. …Clément. c. …le directeur.

I created this PowerPoint to share photos I had taken on a trip to Cuba and to revise the Preterite Tense. Phrases used: Fui de vacaciones a Cuba. Cuba es la isla más grande del Caribe. Pasé unos días en La Habana, la capital. Hay edificios antiguos, parques y monumentos. Lo qué más me gusté fueron los coches americanos de los años cincuenta. Hay música en todos partes. Músicos tocan salsa y están en todos los bares y restaurantes. Pasé un día en la playa. Hizo mucho calor, tomé el sol y descansé. También pasé unos días en el campo donde observé la naturaleza tropical. ¡Me encantó! I ran through the presentation giving time for the students to discuss the meaning and pronunciation in pairs before pouncing on them for their answers and drilling the class. Stronger students were also asked to discuss the formation of the preterite verb, including the infinitive it came from. The presentation could then be used a a template for the students to produce their own presentations about a Spanish-speaking country.

Astérix et la surprise de César. This differentiated worksheet has a range of activities. Run through the questions, play the clip and check the answers. Timings are on the sheet. Each section has an Extra set of questions to stretch stronger students. I play the film with the French subtitles for the hard of hearing. Extract: 0 – 3.30 minutes. Cochez les choses que vous voyez ! une colline un feutre une araignée un soldat un village une limonade une maison une mouche Extra extract: 1. Comment dit-on «Astérix is here» ? 2. Comment dit-on «these romans» ? 3.30 – 11.35 extract: Vrai ou faux ? 1. Un cerf mange des fleurs. 2. Astérix et Obélix chassent des sangliers. 3. Les éléphants apportent des cadeaux pour César. 4. César est sympa. Extra extract : 1. Comment dit-on «your glory»? 2. Comment dit-on «the richest man in Rome »? L’homme le plus riche de Rome. 11.35 – 23.08 extract: Mettez les phrases dans le bon ordre. Le druide fait une potion magique. Les Gaulois et les Romains se battent. Idéfix regarde une grenouille.

I use this PowerPoint to introduce the Subjunctive: It starts with 3 slides of examples where I elicit the English. Then it explains that: The subjunctive is not a tense, but an alternative form of the verb which has to be used in certain circumstances. The next slide states: Grammar books usually refer to it as the subjunctive mood as it often conveys a particular mood e.g. sadness, joy, anger, doubt, uncertainty. The following slide elicits the formation for regular verbs and the final slide introduces the je form of key irregular verbs. The students must match up the infinitive and the je form.

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!

As there are many cognates and this is aimed at slightly older students I have included a range of tenses. Expressions taught: Je voudrais voir un dessin animé. Je ne regarde jamais les jeux. Mon frère préfère les émissions sportives. Quand j’avais onze ans j’aimais les émissions pour la jeunesse. La météo ne m’intéresse pas. Les informations sont ennuyeuses. Hier soir j’ai vu un documentaire. Avant de faire mes devoirs j’ai vu un film. Je vais regarder un feuilleton. 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. it is differentiated as follows: All: Pick out and translate the TV programmes. Then translate the full sentences. Most: Identify the tenses. Perfect Pronunciation Challenge! Some: QFQs! (QFQ = Quick Fire Questions - the students quiz each other on the new phrases). 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 is a "Qu’est-ce que c’est?" slide. This final slide has pictures of all the phrases. 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 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: 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!

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!

Spanish Battleships Game / Lotto grid numbers 1-20 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 second sheet to further challenge the students: they should place this on top of the Spanish version and then try to play the game saying the Spanish phrases as far as possible from memory. I allow the really weak students to have the Spanish version next to the second version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the Spanish version and the really strong students aim to refer back to the Spanish 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!