I’m Rachel and I've been teaching for 18 years! I first taught English (TEFL) in Japan and Madrid and then taught French and Spanish in Surrey. I subsequently worked in a UK curriculum school in sunny Dubai. I have now relocated to the UK and have a gorgeous baby daughter!
I have a learning-centred approach and encourage my students to be active and reflective learners. I really enjoy the creative process of making PowerPoints and worksheets and hope you enjoy using them!
I’m Rachel and I've been teaching for 18 years! I first taught English (TEFL) in Japan and Madrid and then taught French and Spanish in Surrey. I subsequently worked in a UK curriculum school in sunny Dubai. I have now relocated to the UK and have a gorgeous baby daughter!
I have a learning-centred approach and encourage my students to be active and reflective learners. I really enjoy the creative process of making PowerPoints and worksheets and hope you enjoy using them!
Spanish PowerPoint introducing pets / animals vocabulary:
Tengo un perro.
Tengo un gato.
Tengo un conejo.
Tengo un caballo.
Tengo un hámster.
Tengo un pájaro.
Tengo un ratón.
Tengo una serpiente.
Tengo una tortuga.
Tengo un cobayo.
Tengo un pez.
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 second to last 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!
The last slide has a model question and answer which I use to question individual students. You may wish to use my pets survey task at this point.
¿Tienes animales en casa?
Sí, tengo un gato y dos perros.No, no tengo un animal.
Battleships.
Vocabulary:
Tengo un caballo
Tengo un conejo
Tengo una tortuga
Tengo un pájaro
Tengo un pez
Tengo un cobayo
amarillo/a y rojo/a.
atigrado/a.
azul y verde.
blanco/a y negro/a.
dorado/a.
gris.
marrón.
Instructions
Firstly the students 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.
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. This really helps the students to memorise the vocabulary!
During the game I circulate the classroom checking pronunciation followed by whole class drilling of pronunciation mistakes.
Spanish PowerPoint introducing bedroom furniture vocabulary:
En mi dormitorio hay���
Una cama.
un armario.
unas estanterías.
una mesa y una silla.
unos pósters.
una lámpara.
un ordenador y una televisión.
una puerta.
una ventana y unas cortinas.
un equipo de música.
la pared.
una alfombra.
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:
Expressions:
La televisión está
El armario está
El ordenador está
La mesa está
La silla está
La lámpara está
encima de las estanterías.
debajo de la cama.
delante de la ventana.
al lado de la alfombra.
detrás de la puerta.
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 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. This really helps the students to memorise the vocabulary/structures!
Enjoy!
These resources are aimed at students who have previously studied some of the present tense (Year 9 or 10 UK).
On slide 1 there is a tonguetwister warmer and slide 2 states the differentiated Lesson Objective. The next slides revise the concepts of the infinitive, subject pronouns and conjugation. Slide 9 then instructs the students to peer teach these concepts.
The students then follow the instructions on slide 10 and use the cards to conjugate jouer, finir and attendre. Slides 11, 12 and 13 have the conjugations and slide 14 has the je form of some key irregular verbs: J’ai, je suis, je fais, je vais, je veux, je peux, je dois. The students could then play slap the card (you say the English, they slap the correct card before their partner in order to win it).
Slide 15 is to be used in conjunction with the worksheet. This is differentiated into all, most and some and includes translations, and sentence writing (the first sheet reviews all the information taught). Slides 16, 17 and 18 have the answers and suggestions for peer assessment of the sentences. Slide 19 shows the original Learning Objective and can be used for a plenary/ reflection.
Enjoy!
I teach this after teaching the Future Tense.
Expressions:
Si j’étais riche j’achèterais une grande maison à la campagne.
Si j’étais riche je conduirais une ferrari!
Si j’étais riche je boirais du champagne tous les jours!
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. It is differentiated as follows:
All: translate the sentences below. What is the stem? What does this remind you of? What is the ending?
Most: Match the subject pronouns: je, tu, il/elle/on, nous, vous, ils/elles and the endings: aient, ais, ait, ions, ais, iez.
Some: Which tense has the same endings? QFQs!
* QFQs = Quick Fire Questions: here the students quiz each other.
The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the rules and to drill.
Slides 6 and 7 consider the stem and endings.
Battleships Expressions:
Si j’étais riche
Si je gagnais à la loterie
Si j’étais célèbre
Si je n’avais pas tant de devoirs
Si j’avais plus de temps libre
j’irais aux Etats-Unis.
je ferais de la planche à voile.
je viendrais chez toi.
je serais très content(e).
je sortirais tous les soirs.
je pourrais faire les magasins.
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 before playing.
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.
Lesson Starter Expressions Include:
Si j’étais riche j’habiterais une grande maison à la campagne.
J’achèterais un avion et un bateau.
Je boirais une bouteille de champagne par jour.
Extra: Unjumble.
Si j’étais riche je ferias de la planche à voile tous les jours.
Si je gagnais à la loterie j’achèterais beaucoup de vêtements très chers!
The first sheet has the answers. Cut the second sheet into 3. Give the students a sheet. They draw lines between the individual words and longer lines between the sentences.
There is an extension task to unjumble sentences for stronger students.
This PowerPoint gradually introduces the Future Tense.
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 and rules. It is differentiated into all, most and some.
* QFQ = Quick Fire Questions (students quiz each other).
Regular Verb Expressions:
Je jouerai au foot.
Je regarderai la télé.
J’écouterai de la musique.
Je mangerai un gâteau.
Je finirai mes devoirs.
Je vendrai ma voiture.
The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the rule 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!
Slides 22 and 23 revise the rule and check the endings for all sbject pronouns.
Slide 24 introduces irregular verbs.
Expressions:
Je serai acteur.
Tu auras beaucoup d’argent.
Il fera de la planche à voile.
J’irai en vacances à Londres.
Je verrai un film.
Nous pourrons aller à la plage.
Je viendrai chez toi.
Je devrai ranger ma chambre.
Then there is another Beat The teacher slide (see above) followed by What's missing? slides. The last slide revises the information covered and can be used at the beginning of the next lesson.
You may then wish to use one of my Battleships Games or my lotto game to revise/ reinforce this grammar.
Lotto. Expressions include:
je jouerai
je regarderai
je mangerai
j’irai
je me réveillerai
je ferai
Battleships Expressions:
Je quitterai le collège et
J’irai au lycée et
Je continuerai mes études et
Je ferai une licence de commerce et
Je ferai un apprentissage et Je travaillerai à l’étranger et
je ferai du bénévolat en Afrique.
j’aurai ma propre entreprise.
je rencontrerai l’homme/ la femme de mes rêves.
j’aurai deux ou trois enfants.
je serai très riche.
j’habiterai au bord de la mer.
Battleships Game
Please see instructions in one of my other product descriptions - I've reached my word count here!
Group Talk encourages the spontaneous use of the target language. Here the students use the phrases on the sheet to voice their opinions of the different professions as you show them on the PowerPoint.
Expressions on sheet include:
Je veux être = I want to be
Je ne veux pas être = I don’t want to be
Car/ parce que = because
Et = and
Mais = but
Je dois admettre que = I must admit that
On peut = You can
On ne peut pas = You can’t
Je veux = I want
Je ne veux pas = I don’t want to
voyager = to travel
parler une langue étrangère = to speak a foreign language
gagner beaucoup d’argent = to earn lots of money
J’adore = I love
J’aime = I like
les maths = maths
les langues = languages
le contact avec le public = having contact with the public
C’est = it is
Ce n’est pas = it isn’t
assez = quite
très = very
dure = difficult
facile = easy
Je suis = I am
Je ne suis pas = I am not
patient(e) = patient
gentil(le) = kind
To really enter into the spirit of a lively debate you may choose to also use my Group Talk Discussion Mat with expressions such as :
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?
Group Talk foster the spontaneous use of the target Language in the classroom. This sheet can be used in conjunction with my Group Talk Discussion Mat. This can also be used as a role play template.
Examples of questions/ sentences on the sheet:
Tu veux
voir un film?
jouer au foot?
visiter Futuroscope?
aller au café?
faire du vélo?
faire du skate?
Ce sera
très
assez
extrêmement
incroyablement
cool
intéressant
génial
chouette
Lundi/mardi/mercredi/jeud/ vendredi/samedi/dimanche
Matin/ après-midi/soir = morning/afternoon/evening
Je pense que = I think that
À mon avis = in my opinion
De plus = Furthermore
B
Bonne idée!
Chouette!
Je veux bien.
D’accord.
Bof.
Ça m’est égal.
Tu plaisantes!
Ça ne me dit rien.
Je n’ai pas envie.
The students pair up and one student asks a question. There are then 3 levels of challenge:
1. The student can answer using the expressions in the box (which you have translated and elicited the pronunciation of beforehand).
2. In addition the students use some of the words listed below the box to extend their answers.
3. In addition the students should try to come up with other spontaneous phrases.
Using the discussion mat with this allows them to build in additional responses e.g.
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?
This battleships game can also be used as a lotto grid.
Expressions:
Céline? Je l’ai vue et
Béatrice ? Je l’ai rencontrée et
Nabila ? Je l’ai invitée et
Mathilde? Je l’ai perdue et
Les devoirs de Lara ? Je les ai finis et
Le dîner d’Alice ? Je l’ai cuisiné et
je lui ai offert un cadeau.
je lui ai parlé.
je lui ai envoyé un texto.
je lui ai prêté de l’argent.
je lui ai écrit une lettre.
je lui ai conseillé de ne pas sortir.
je lui ai promis de l’aider.
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!
There are 5 sets of matching cards; one for each Act.
I use these cards as a warmer whereby students have to match the quotations with the correct characters to help the students to memorise key quotations for their essays and to remember the plot of the play.
Examples from Act 1:
J’entre gratis.
= Un cavalier.
J’ai soustrait à mon maître un peu de luminaire.
= Un laquais.
Jour de Dieu !
Et penser dans une salle pareille
Qu’on joua du Rotrou, mon fils.
= Le bourgeois.
Act 2 examples:
Examples:
Ciel! Mes livres vénérés! Les vers de mes amis! Déchirés! Démembrés!
= Ragueneau
Quelle heure est-il?
= Cyrano
Qu’avez-vous à la main?
= Lise
Ouverts à coups d’épée, huit malandrins sanglants illustraient les pavés.
= Deuxième poète
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 quotation cards and the student must say the character from memory.
Level 3 = As Level 2 but the quick fire questions are to say the quotation.
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 names cards to one side and spread out the quotation cards in front of them. I then say the character and the students compete to touch the correct quotation card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. The game can of course be played the other way around. The students love this game!
Expressions:
Un dessin animé.
Un jeu.
Une émission sportive.
Une émission pour les jeunes.
La météo.
Les informations.
Un documentaire.
Un film.
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 (QFQs = quick fire questions) 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. The final slide has pictures of all the phrases where you can ask: Qu’est-ce que c’est?. 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!
Battleships:
Expressions:
J’aime la météo parce que c’est intéressant,
J’adore les feuilletons car c’est super,
J’aime bien les informations parce que c’est intéressant,
Je regarde les documentaires, c’est génial,
Je préfère les dessins animés, c’est amusant,
par contre je déteste les films.
mais je n’aime pas les jeux.
par contre les émissions de sport, c’est nul !
mais je déteste les émissions pour les jeunes.
Battleships Game
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.
The 4 slide PowerPoint elicits and explains what the infinitive and conjugation are and then the conjugation of avoir.
Expressions:
J’ai une trousse et
Tu as un taille crayon et
Il a une règle et
Elle a des ciseaux et
On a des feutres et
Nous avons des bâtons de colle
Vous avez des classeurs et
Ils ont des calculatrices et
Elles ont des sacs et
j’ai les yeux bleus.
tu as les yeux noisette.
il a les yeux verts.
elle a les cheveux blonds.
nous avons les cheveux longs.
vous avez les cheveux frisés.
ils ont un chat.
elles ont un frère.
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.
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. This is followed by whole class drilling of pronunciation mistakes.
Matching Cards:
Expressions:
J’ai deux sœurs.
Tu as les cheveux blonds.
Il a un grand chien.
Elle a une voiture.
On a un cheval.
Nous avons une belle maison.
Vous avez un poisson rouge.
Ils/Elles ont les cheveux marron.
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 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 = The quick fire questions are from English to Spanish.
Then play pelmenism.
This is a PowerPoint presentation that describes the weather in Spanish. The first slides have a picture and the weather phrase. The teacher should elicit the English and drill the phrase, perhaps including a gesture (great for a game of "Simon Says" later!). There is then graded questioning: choosing the correct phrase followed by what's missing.
The last slide can be used to play a "beat the teacher" game, the students love this! 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:
En primavera
En verano
En otoño
En invierno
En Madrid En Barcelona
hace calor y hace sol.
hace mal tiempo y llueve.
hace viento.
nieva.
hay niebla.
hay tormenta y hace frío.
Matching cards expressions (English & Spanish):
Phrases:
En primavera hace viento.
En verano hace calor.
En otoño llueve.
En invierno nieva.
En primavera en el norte de España hace mal tiempo.
En Madrid en verano hace sol.
Hay niebla en otoño.
Hay tormenta y hace frío en invierno.
I hope your students enjoy this colourful Halloween PowerPoint which I have created using some eye-catching animations!
Expressions:
Un fantôme.
Une citrouille.
Une chauve-souris.
Un monstre.
Un vampire.
Un squelette.
Un extra-terrestre.
Une sorcière.
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!
2 sets of Halloween Matching Cards. French and pictures.
Set 1 vocabulary:
Un fantôme.
Une sorcière.
Un extra-terrestre.
Un squelette.
Un vampire.
Un monstre.
Une chauve-souris.
Une citrouille.
Set 2 vocabulary:
J’ai peur des fantômes!
J’ai vu une sorcière!
Je n’ai jamais vu d’extra-terrestre!
J’ai besoin d’un squelette!
Les vampires sont effrayants!
Mon petit frère est un petit monstre!
J’aimerais voir une chauve-souris!
J’ai mangé beaucoup de citrouilles.
You may choose to have different levels of challenge. For example,
Level 1 = match the cards (picture and French) and discuss the pronunciation.
Level 2 = match the cards 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 = 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 picture 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!
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.
I have planned this lesson not only to teach vocabulary and facts about football, France and Euro 2016, but also to help the students to respond creatively to their learning and hopefully share their passion for football! The PowerPoint uses matching cards, colourful pictures and animations and YouTube extracts set to music to inspire the students. It is planned to use with students from Years 6-9 (the final task is very open-ended).
Slide 2 states the objective:
Objectif: To learn about Le Football & Euro 2016 and to respond creatively to your learning.
Slide 3 has a YouTube link to follow to use with the attached worksheet. This uses the official UEFA promotional video (3 mins 57 secs) and the worksheet builds vocabulary, cultural and factual knowledge such as the locations of the stadiums, their capacities, cultural images and numbers of matches, volunteers, teams etc. The worksheet is differentiated with an Extra! challenge section. The answers are on the first page of the worksheet.
Slide 5 introduces key vocabulary and can be used with the matching cards. The students should work in pairs/ groups to match the vocabulary and the picture using their previous knowledge, cognates and a process of elimination.
Vocabulary:
Le joueur de foot
Le gardien de but
L’arbitre
Le stade
Le ballon de foot
La coupe
Un drapeau
Une équipe
Un carton jaune
Le terrain de foot
Un maillot de foot
Des chaussures de foot
The activity is differentiated as follows:
All: Match Up!
Most: Perfect Pronunciation Challenge!
Some: Quick Fire Questions! (Here the students quiz each other: French to English, English to French, spellings, accents…..).
Slides 6 to 17 show each word and the matching picture and colourful animations.
Slide 18 has all the pictures for a quick recap.
Then there is graded questioning:
Slides 19 to 30 have A, B, C multiple choice questions.
Slides 31 to 44 are “What’s missing?” slides.
Then slide 45 has a YouTube link to the official song and video (3 mins 49 secs) and students should note down new nouns and adjectives expressing the emotions they see and feel (if they don’t know the French they can grab a dictionary later!)
The creative challenges are presented on slides 45 and 46, this is to either create an acrostic, a calligramme or a poem (there is a poem template provided). This information is also on the accompanying worksheets.
Slide 47 provides the opportunity for reflection.
I really hope you and your students enjoy these resources!
This lesson teaches students about the French Revolution and how a Fête Nationale/ Bastille Day/ Le 14 juillet is celebrated. It uses colourful slides, images and animations, 3 YouTube links, matching cards and karaoke! A fun end of term lesson!
Slide 2 states the objective: To learn facts and vocabulary related to La Révolution Française and La Fête Nationale!
All: Will learn 7 new facts and French words.
Most: Will learn 9 .
Some: Will learn 10+ .
Slide 3 presents the following vocabulary:
Le clergé
La noblesse
Le Tiers-État
Le roi
La reine
La Bastille (une prison)
La guillotine
Le Tricolore
It is differentiated: All: Match the French and the picture (there are some English words to help!).
Most: Perfect Pronunciation Challenge!
Some: Share what you know about La Révolution Française.
Slides 4 – 11 show each word with images and animations so you can drill the new vocabulary.
Slide 12 has all the pictures for each new word.
Then there is graded questioning:
Slides 13 – 20 show an image and provide 2 possible answers.
Slides 21- 30 are “What’s missing?” slides.
Slide 30 is to be used in conjunction with the French worksheet and the YouTube video (in English) The French Revolution In a Nutshell (2 mins 50 secs) which is a cartoon-style clear and concise summary – really fun!
Then the students watch the video:
All: Complete Exercise A.
Most: AND Exercise B.
Some: AND note down any additional facts and French vocabulary.
* The answers are on the first 2 pages of the PDF.
Extract examples of questions:
A. Cochez les choses que vous voyez:
le Tricolore un canon le monde Le clergé la noblesse le Tiers-État
B. Choisissez la bonne réponse:
1. Avant la Révolution il y avait trois rangs :
A. La reine, le roi et le Tiers-État.
B. Le clergé, la noblesse et le Tiers-État.
C. Le roi, le clergé et la noblesse.
Slide 32 states: Pour fêter La Fête Nationale il y a des défilés militaires. Le défilé le plus célèbre a lieu sur l’Avenue des Champs-Élysées.
Le soir il y a des feux d’artifice, des concerts et des bals.
And there is a link to an English language commentary of Bastille Day celebrations on YouTube (1 min 34 secs).
Slide 33 explains the Marseillaise and sets out the task (using English and French matching cards):
Slide 34 has the Marseillaise in English and French.
Slide 35 is a Marseillaise Karaoke slide and links to YouTube.
Finally Slide 36 provides time for reflection.
I hope you enjoy these resources!
Euro 2016 Resources Product Description.
I have planned this lesson not only to teach vocabulary and facts about football, France and Euro 2016, but also to help the students to respond creatively to their learning and hopefully share their passion for football! The PowerPoint uses matching cards, colourful pictures and animations and YouTube extracts set to music to inspire the students. It is planned to use with students from Years 6-9 (the final task is very open-ended).
Slide 2 shows a celebratory image of the 2012 winners – Spain!
Slide 3 states the objective:
Objectivo: To learn about el fútbol & Euro 2016 and to respond creatively to your learning.
Slide 4 has a YouTube link to follow to use with the attached worksheet. This uses the official UEFA promotional video (3 mins 57 secs) and the worksheet builds vocabulary, cultural and factual knowledge such as the locations of the stadiums, their capacities, cultural images and numbers of matches, volunteers, teams etc. The worksheet is differentiated with an Extra! challenge section. The answers are on the first page of the worksheet.
Slide 6 introduces key vocabulary and can be used with the matching cards. The students should work in pairs/ groups to match the vocabulary and the picture using their previous knowledge, cognates and a process of elimination.
Vocabulary:
Un futbolista
El guardameta
El réferi
El estadio
La pelota
La copa
Una bandera
Un equipo
Una tarjeta amarilla
La cancha
Una camiseta
Unos botines
The activity is differentiated as follows:
All: Match Up!
Most: Perfect Pronunciation Challenge!
Some: Quick Fire Questions! (Here the students quiz each other: French to English, English to French, spellings, accents…..).
Slides 7 to 18 show each word and the matching picture and colourful animations.
Slide 19 has all the pictures for a quick recap.
Then there is graded questioning:
Slides 20 to 31 have A, B, C multiple choice questions.
Slides 32 to 45 are “What’s missing?” slides.
Then slide 46 has a YouTube link to the official song and video (3 mins 49 secs) and students should note down new nouns and adjectives expressing the emotions they see and feel (if they don’t know the Spanish they can grab a dictionary later!)
The creative challenges are presented on slides 46 and 47, this is to either create an acrostic, a calligramme or a poem (there is a poem template provided). This information is also on the accompanying worksheets.
Slide 48 provides the opportunity for reflection.
I really hope you and your students enjoy these resources!
These resources celebrate the Rio 2016 Olympic and Paralympic games. They build student’s knowledge of sports vocabulary and adjectives using YouTube extracts, colourful slides, animations, matching cards, a video extract worksheet and finally a creative task to help the students express their Olympic/Paralympic passions!
Slide 2 presents the differentiated lesson objectives. Slide 3 has the Olympic motto and some great black and white pictures of Olympian heroes. Slide 4 is the warmer task to name as many Olympic/Paralympic sports as possible from student’s previous knowledge and includes links to the Ensemble Campagne officielle du CIO in both French and English (1 min 30 secs each) to inspire the students. They may do this in teams, pairs or individually. The full list of Olympic and Paralympic events can be found on a PDF in these resources.
Slides 5 to 43 build new Olympic/Paralympic sports vocabulary. Expressions presented:
L’athlétisme
L’aviron
Le canoë-kayak
Les sports équestres
L’escrime
L’haltérophilie
La lutte
Le plongeon
La natation synchronisée
Le tir
Le tir à l'arc
La voile
Slide 5 invites the students to:
All: Match Up!
Most: Perfect Pronunciation Challenge!
Some: Quick Fire Questions! *Here the students quiz each other, e.g French to English, English to French, spellings etc. of the new vocabulary.
Slides 6 to 17 have 1 slide per expression and allow you to drill the new vocabulary. Then there is graded questioning.
Slides 19 to 30 show the images and give the students a choice of two possible sports to choose from. Then slides 31 to 43 are what’s missing? slides.
Slide 44 should be used in conjunction with the worksheet. Here the students tick the sports they see on the Paralympic trailer video (2 mins 48 secs) and includes an extension task for stronger students. The answers are on the first two pages of the worksheet PDF.
The next slide should be used in conjunction with the English-French adjectives matching cards. Adjectives: travailleur/ euse, enthousiaste, paresseux/euse, nerveux/euse, concentré(e), assuré(e), détendu, ravi(e), fier/ fière, égoïste, têtu(e), lent(e), rapide, bavard(e), habile.
Then complete the second half of the worksheet where students watch the official Rio 2016 trailer and tick the adjectives which reflect the emotions of the athletes and spectators as well as other adjectives to describe what they see. There is an extension task.
Then the students have a choice of three creative tasks: to design and decorate in French an Olympic torch, a flag or to write a poem about their Olympian/Paralympic hero. Both PowerPoint slides have an accompanying worksheet including a suggested poem template.
The final slide provides an opportunity for reflection.
I have designed these resources to celebrate the Rio 2016 Olympics and Paralympics. They build student’s knowledge of sports vocabulary and adjectives using YouTube extracts, fun animations, matching cards, a video extract worksheet and finally a creative task to help the students express their Olympic/Paralympic passions!
Slide 2 presents the differentiated lesson objectives. Slide 3 has the Olympic motto and pictures of Olympian heroes. Slide 4 is the warmer task: name as many Olympic/Paralympic sports as possible from student’s previous knowledge and includes links to the Juntos | Campaña oficial del COI in both Spanish and English (1 min 30 secs each) to inspire the students. They may do this in teams, pairs or individually. The full list of Olympic and Paralympic events can be found on a PDF in these resources.
Slides 5 to 43 build new Olympic/Paralympic sports vocabulary:
El atletismo
El remo
El piragüismo
La equitación
La esgrima
El levantamiento de pesas
La lucha
El buceo
El nado sincronizado
El tiro
El tiro con arco
La vela
Slide 5 invites the students to:
All: Match Up!
Most: Perfect Pronunciation Challenge!
Some: Quick Fire Questions! *Here the students quiz each other, e.g Spanish to English, English to Spanish, spellings etc. of the new vocabulary.
Slides 6 to 17 have 1 slide per expression and allow you to drill the new vocabulary. Then there is graded questioning.
Slides 19 to 30 show the images and give the students a choice of two possible sports to choose from. Then slides 31 to 43 are what’s missing? slides.
Slide 44 should be used in conjunction with the worksheet. Here the students tick the sports they see on the Paralympic trailer video (2 mins 48 secs) and includes an extension task for stronger students. The answers are on the first two pages of the worksheet PDF.
The next slide should be used with the English-Spanish adjectives matching cards.
Adjectives:
trabajador/a
entusiasmado/a
perezoso/a
nervioso/a
concentrado/a
seguro/a
relajado/a
encantado/a
orgulloso/a
egoísta
terco/a
lento/a
rápido/a
hablador(a)
habilidoso/a
Once matched you may like to play pelmenism/slap the card.
Then complete the second half of the worksheet: students watch the official Rio 2016 trailer and tick the adjectives which reflect the emotions of the athletes and spectators as well as other adjectives to describe what they see. There is an extension task for stronger students.
Then the students have a choice of three creative tasks: to design and decorate in Spanish an Olympic torch, an Olympic flag or to write a poem about their Olympic/Paralympic hero. The last slide is for reflection.
The PowerPoint is used with the Vouloir, Pouvoir & Devoir Matching Cards which have the full conjugation of these verbs. The first slide says:
All: Match the cards, line up in this order: je, tu, il/elle/on, nous, vous, ils/elles. 90 % correct.
Most: Match the cards as above. 100% correct. Perfect pronunciation challenge!
Some: AND: create 5 complex sentences with infinitives and a range of tenses.
Once you check the conjugations (using slides 2, 3 and 4) you can play pelmensim and slap the card.
Battleships Expressions:
Je veux aller en ville mais
Tu veux aller au bowling mais
Il veut aller à la piscine mais
Nous voulons retrouver nos amis mais
Je ne peux pas sortir car
Nous ne pouvons pas aller au spectacle parce que
je dois aller voir ma grand-mère.
tu dois garder ton petit frère.
il doit promener le chien des voisins.
nous devons faire les devoirs.
vous devez sortir avec vos parents.
ils doivent rentrer avant 22h30.
Role Play:
A simple role play to help students practise the modal verbs vouloir, pouvoir and devoir.
Expressions:
Modal Verbs Role-Play.
Tu veux…
aller en ville ce matin?
aller au cinéma samedi soir?
aller au bowling demain matin?
aller à la piscine aujourd’hui?
Désolé(e), mais je ne peux pas parce que je dois…
garder ma petite sœur.
sortir avec mes parents.
promener le chien (des voisins).
aller voir ma grand-mère.
Tu veux y aller…
cet après-midi?
demain soir?
demain matin?
demain?
Excuse-moi, mais je dois…
laver la voiture (de ma mère).
rentrer avant 22h30.
ranger ma chambre.
faire mes devoirs.