Feeling tired at the end of term?! Let the students get on with this French Chrstmas webquest on the fabulous vivenoel website! They will learn some new vocabulary and can play lots of games. Stronger students may like to look in more depth at the Christmas tales and recipes, perhaps even make them! To use this resource you need the DVD of Wallace and Gromit's Cracking Contraptions. I found this in the extras DVD attached to my copy of The Curse of the Were Rabbit. It is in English, but still a fun, quirky way to build some vocabulary. In total the activity lasts approximately 20 minutes. Firstly I give out the question sheet and the students work in pairs/ small groups to translate the French Christmas vocabulary in the box. The extension activity is to translate the multiple choice questions and answers below. I then show the (1 minute 36 second) extract a couple of times and check the answers. The vocabulary box can also be used for a quick game of lotto.

I love this activity! It can be used as a quick warmer when you have taught colours or a quick warmer at any time to put a smile on the students’ faces and really get their brains going! I give the student 2 minutes to “read” the first slide in Spanish or alternatively I ask them to time themselves reading the colours in Spanish as quickly as possible. I then show them the second slide, where they have to say the colour each word is written in in Spanish and challenge them to complete this in 2 minutes of beat their first time – they never do! Then I ask for volunteers to show off how fabulous they are or I pounce on an unsuspecting “volunteer”! Enjoy! Stroop test definition: In psychology, the Stroop effect is a demonstration of interference in the reaction time of a task. When the name of a color (e.g., "blue", "green", or "red") is printed in a color not denoted by the name (e.g., the word "red" printed in blue ink instead of red ink), naming the color of the word takes longer and is more prone to errors than when the color of the ink matches the name of the color. The effect is named after John Ridley Stroop, who first published the effect in English in 1935.

This presentation presents expressions using the preterite of -ar verbs to describe holidays and then elicits the fomration of the first and third person singular and the first person plural. Expressions: Me alojé en un hotel. Visité un castillo. Compré unas gafas de sol. Nadé en el mar. Lo pasé fenomenal. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Slide 7 elicits: Look at the infinitive and the preterite. What do we remove from and add to the infinitive to form the preterite? Comprar - compré Remove the ar and add é. Slide 8 elicits: Now look at the following forms of the preterite. What do we remove from and add to the infinitive to form the preterite? Visitar - visitamos = we visited Visitar - visitaste = you (singular informal) visited. Remove the ar and add amos/aste. The next section of slides have verdad o mentira questions. Then there is a "¿Qué es?" slides. 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 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!

This colourful and fun PowerPoint presentation presents various meals. First introducing the noun, then the infinitive, finally a sentence using the verb. Vocabulary: ¡Las comidas! El desayuno. Desayunar. Desayuno a las seis y media. La comida. Comer. Como a las dos. La merienda. Merendar. Meriendo a las seis. La cena. Cenar. Ceno a las nueve. Use the first slides to elicit the English, the pronunciation and if you wish the rule to make the present tense form and drill. The final slide has all the new phrases. This could be used for one of the following fun games: If you have a stamper facility on your interactive whiteboard, a fun game is to ask the students to recite the Spanish phrases over and over whilst you gradually cover the words in stampers e.g. smileys or apples making it more and more difficult – simple but fun! Another easy game is to send one student out of the room. The remaining class chooses a student to give a top secret signal – this could be a sound e.g. a deliberate sneeze or cough, or something visual e.g. an obvious stretch, zipping/unzipping their pencil case etc. The students then repeat the first phrase again and again until they see or hear the signal. The students then repeat the second phrase again and again until they see or hear the signal and so on. The student who has been sent out must then try to figure out who the secret signal giver is!

Expressions: Tu veux... télépnoner chez toi? manger quelque chose? boire quelque chose? prendre une douche? défaire tes bagages? te reposer? Oui, je veux bien, merci. Oui, s’il vous plaît. Non, merci, ça va. 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 expressions below. Most: Perfect Pronunciation Challenge! Some: Change each infinitive into the present, near future and perfect (past) tenses e.g. téléphoner: Je téléphone, je vais téléphoner, j’ai téléphoné. 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 m’entends bien avec ma mère car elle est gentille. Je suis toujours ouvert(e). Je ne suis pas toujours très drôle. Mon beau-père est un peu têtu. Ma mère s’est remariée et son mari est carrément cool. Le fils de ma belle-mère est plutôt pénible. Je voudrais être moins égoïste. Je vais être très sympa et généreuse. 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 French cards which the student must translate into English from memory. Level 3 = As Level 2 but 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 English language 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!

This 19 slide Thanksgiving assembly, tutor/ form time/ PSHE presentation aims to show the students how fortunate they are and to consider the problem of food waste. I have used colourful images and animations and kept text to a minimum. There are several opportunities for audience participation, pairwork, groupwork and class discussion. The first slide has a teaser to get the students thinking. There are pictures of wheat, sugar cane, sugar beet, a chicken, a cow and some strawberries. The students have to think what the connection could be. Encourage the students to be imaginative in their responses! The second slide shows the link: the origin of ingredients to make a Victoria Sponge Cake! Slide 3 asks How much do you THINK about the food you eat? Slide 4 states: Thanksgiving is celebrated in North America to give thanks for the harvest. In the past lives depended on its success. George Washington proclaimed the first nationwide thanksgiving celebration on November 26th 1789. In modern times the President of the United States, will "pardon" a turkey, which spares its life! Slide 5 states: Harvest Festivals are celebrated around the world such as…. Slides 6 – 8 name and have pictures of 3 festivals: The Blessing of the Sea in Greece, The Rice Harvest in Bali, Indonesia and Harvest Festival in the UK. Slide 9 states: These festivals focus on giving thanks and being grateful for the food on our plate. Slide 10 asks: How much do you THINK about the food you eat? Here is some food for thought… Slide 11 states: These days we import food from all over the world. If our crops fail we can still eat. Slide 12 states: Other people are not as fortunate. Today, famine is most widespread in Sub-Saharan Africa. It is caused by many factors such as drought, crop failure and war. It is also influenced by climate change. Slide 13 shows a picture of a mountain of food and says: Here is a bumper crop. However, the following 2 clicks give the following information: Hang on………this is actually food waste. Slide 14 shows the famine picture beside the food waste picture and asks: How do these pictures make you feel? Slide 15 shows an infographic giving information about food waste in the USA. Slide 16 states: Fortunately there are many individuals and groups who are doing something about food waste. For example: • Donating to food banks. • Composting. • Encouraging shops to stock “ugly” produce. There are probably locally-run groups in your area which you may want to research and perhaps even support as a school. Slide 17 asks: Do you waste food? What can you do to reduce your waste? Slide 18 says: This Thanksgiving take a moment to think about how lucky we are and what you can do to help others…. Slide 19 says: …including the chef! On this slide is the quotation: cooking with love provides food for the soul. Enjoy!

Expressions: J’habite avec ma mère. On a un pavillon de banlieue. Nous avons un mas à la campagne. Nous habitons ici depuis cinq ans. Il y a une cuisine. Au rez-de-chaussée il y a la salle de séjour. Hier j’ai fait mes devoirs dans le bureau. Il y a une salle à manger à côté du salon. Au premier étage il y a trois chambres. La salle de bains est en face de la chambre de mes parents. Ma chambre est à gauche de l’escalier. Le soir j’ai joué au ping-pong dans la salle de jeux. Dans l’avenir je voudrais habiter un appartement à Paris. Chez nous il y avait une piscine. Nous allons acheter une maison moderne. You may choose to have different levels of challenge. For example, Level 1 = Line up the dominoes and discuss the pronunciation. Level 2 = As Level 1 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 = As Level 2 but the quick fire questions are from English to French. Following checking there is a game I learnt in Japan called Karuta. In Karuta the students spread out the dominoes 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 use these matching cards to build general vocabulary on the topic of education with my Year 12 students. Expressions: Le programme est très chargé. La permanence. Le baccalauréat/ le bac Un brevet. La seconde, la première, la terminale. Les grandes écoles. Une épreuve. S’inscrire à l’université. Le taux de réussite. Passer un examen. Réussir un examen. LV 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 French cards which the student must translate into English from memory. Level 3 = As Level 2 but 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 English language 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 use this dominoes activity at the beginning of the school year and throughout the year to revise a range of tenses: Present, Perfect, Negatives, Future, Near Future & Conditional. The expressions are in French and English. Expressions: J’habite ici depuis toujours Je suis allé(e) aux Etats-Unis. Je suis resté(e) aux Emirats Arabes Unis. J’ai lu un roman. Je n’ai pas fait de natation. Je mange du pain et de la confiture. J’ai travaillé à l’hôtel de ville. Je lisais des BD. Je voudrais voyager autour du monde. Je ne suis jamais allé(e) en Grèce. Je ne vais plus faire de yoga. Les gens étaient sympa. J’irai à Londres cet été. Je ne bois que l’eau. C’était génial ! Ce n’est pas marrant. All: Student line up the dominoes and discuss the pronunciation. Most: See above and identify the tenses. Some: See above and quiz each other: French to English and English to French. Following checking you could play a game I learnt in Japan called Karuta. In Karuta the students spread out the 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!

The students must match the masculine card (with English translation in brackets) with the feminine card. This is pretty straight-forward so give plenty of time for peer questioning (see Levels 2 and 3 below). I also give the students a copy of the sheet so they can use the cards for self-testing and revision. Masculine adjectives: Bas (low) Blanc (white) Bon (good) Bref (brief/ short) Complet (complete) Doux (soft) Faux (false) Favori (favourite) Frais (fresh) Gentil (kind) Long Public (public) Sec (dry) 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 peer questioning from masculine to feminine and vice versa. Level 3 = As Level 2 and challenge each other to remember as many as possible. 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 masculine cards to one side and spread out the feminine cards in front of them. I then say the masculine and the students compete to touch the correct feminine 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 designed these activities to commemorate the centenary of the outbreak of the First World War. These resources could also be used each year to commemorate the Armistice. I really wanted the students to experience and express an emotional connection with the topic and can honestly say that they produced some extremely moving written work in response to the material. They were also studying themed lessons in History, English and Drama lessons on the topic of World War 1. I spent 2 lessons on these activities and used them with my Year 9 students (aged 13-14). I feel it would also work well with Year 10 students (aged 14-15) and younger Gifted students. The PowerPoint guides you through the material. It starts with a YouTube link to play as the students enter the classroom. This shows footage of trench warfare and I felt this powerfully set the scene for the lesson to come. Slide 3 presents the objective: To learn about La Première Guerre Mondale and to respond creatively to your learning. This is then differentiated into All, Most and Some. I then give out the cards to unjumble the following text: Les 3 et 4 août 1914, l’Allemagne, la France et l’Angleterre se déclaraient la guerre. C’était le début de la première guerre mondiale. Elle allait durer quatre ans. Pendant la guerre, environ 19 millions de personnes sont mortes (9,7 millions de militaires). En 1918 on comptait 1 325 000 soldats français morts. Beaucoup étaient très jeunes. Les conditions de vie dans les tranchées étaient très difficiles. Il faisait froid. Il y avait de la boue et les soldats étaient souvent sales. Il n’y avait pas d’électricité et pas de chauffage. Les hommes dormaient dehors. They found the text unjumbling activity pretty challenging so I circulated and game plenty of support. It is definitely worthwhile printing out slide 4 which gives useful vocabulary translations to support the students. The students then watch a 4 minute extract from the film Joyeux Noel (make sure you have the English subtitles) and complete the worksheet. If you do not have the DVD you may be able to find the correct extract on YouTube. The students then have time to produce their creative response. Weaker student can produce and acrostic or a calligramme using their support sheet. Stronger students may adapt the Nelson Mandela Poem to write about La Guerre. More gifted students can read through the letter from the frontline in the book Lulu Et La Grande Guerre (scan attached) and write their own letter. I asked the students to read out/ present their work to the class and we created a stunning display of the student’s work. Finally there is a slide to reflect on What Went Well (WWW) and Even Better If (EBI).

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. All: Translate 7/8 colours & PPC! Most: Translate 8/8 colours & PPC! Some: What other colours can you remember? How would you say blue trousers, a white shirt & some black shoes? Jaune Bleu/ bleue Blanc/ blanche Gris/ grise Marron/ brun/ brune Noir/ noire Rouge Vert/ verte The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the masculine/feminine rules and to drill. The next section of slides have multiple choice questions. Then there is a "Qu’est-ce que c’est?" slide. 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 presented: Je voudrais: du poulet. du fromage. du beurre. de l’eau minérale. Je bois du lait. Je mange des carottes. J’aime manger des yaourts. J’ai mangé des œufs. Nous mangeons de la confiture. Je ne mange pas de jambon. Je n’ai pas de concombre. 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 mutiple 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!

This PowerPoint presentation gives examples of direct object pronouns using items of clothing. 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 using the individual slides followed by drilling. If you have a stamper facility on your interactive whiteboard, a fun game is to ask the students to recite the Spanish phrases over and over whilst you gradually cover the words in stampers e.g. smileys or apples making it more and more difficult – simple but fun! Another easy game is to send one student out of the room. The remaining class chooses a student to give a top secret signal – this could be a sound e.g. a deliberate sneeze or cough, or something visual e.g. an obvious stretch, zipping/unzipping their pencil case etc. The students then repeat the first phrase again and again until they see or hear the signal. The students then repeat the second phrase again and again until they see or hear the signal and so on. The student who has been sent out must then try to figure out who the secret signal giver is!

Expressions: Tu veux venir chez moi? Tu veux aller au cinéma? Je ne peux pas. Je dois faire mes devoirs. Je dois aller voir ma grand-mère. Je dois garder ma sœur. Je dois promener le chien. Je dois ranger ma chambre. 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 (PPC = Prefect Pronunciation Challenge!) and question each other (QFQ = Quick Fire Questions) 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!

Noughts and crosses/ tic-tac-toe. I use this game to revise a range of tenses both at the beginning of the school year and throughout the year. I put the students into 2 teams. One will be noughts the other crosses. They then discuss the translation, tense and pronunciation of the following expressions: Je fais de la planche à voile depuis l’âge de quinze ans. Je me suis couchée de bonne heure. Nous avions un professeur très stricte. Je suis surpris qu'elle ne t'ait rien dit. Si mon lycée était fermé aujourd'hui je ferais la grasse matinée jusqu'à neuf heures et demie. Tu pourras venir samedi après-midi, si tu veux.    Ils s’étaient habillés rapidement Je ne suis pas arrivé à l’heure hier. Je le lui ai donné Then I draw a noughts and crosses/ tic-tac-toe grid on the board, giving each square a number. The teams choose a number and I choose a phrase that they must translate, be able to pronounce and be able to identify the tense in order to win the square. If they make a mistake the other team can steal the square by answering correctly! If that team makes a mistake the original team can have another go and so on. The aim is to get 3 in a row. This is a challenging game!

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.

PowerPoint Slide Expressions: au rez-de-chaussée cadeaux le rayon souvenirs les jouets parfumerie bijouterie électroménager les meubles rayon enfants la mode le sous-sol au premier étage librairie au deuxième étage à droite de alimentation à côté de entre en face de la papeterie informatique audi-visuel rayons femme rayon hommes A simple fun warmer game/ starter activity. Students line up in front of the interactive whiteboard in 2 teams. The teacher says the English word and the students race to slap the correct word first to win a point for their team. Then they move to the back of the line and the next 2 students step up. This could also be used for a game of bingo/ lotto. Battleships Expressions: Le rayon souvenirs est Les jouets sont Les imperméables sont Les parfums et la bijouterie sont Les meubles sont La mode jeune est au sous-sol. au rez-de-chaussée. au premier étage. au deuxième étage. à droite de la restauration rapide. à côté de la papeterie. 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!

Battleships Expressions: Pour aller aux magasins ? Pour aller au musée? Pour aller à la poste ? Pour aller au syndicat d’initiative ? Pour aller à la librairie ? Pour aller à l’hôtel de ville ? Vous allez tout droit. Vous tournez à gauche. Vous tournez à droite. Prenez le bus numéro 15. Traversez les feux et le pont. Prenez la première rue à droite. Prenez la deuxième rue à gauche. Battleships Game Firstly I ask the students to work independently in pairs to translate the expressions and discuss the pronunciation. 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. Enjoy! French - English Cards: Prepositions, Directions & Places. Expressions: Continuez jusqu’au carrefour. C’est tout près d’ici. L’arrêt de bus se trouve en face de la gare routière. La patinoire est devant le commissariat. Le syndicat d’initiative est à coté de la pharmacie. L’hôtel de ville est devant la boulangerie. Le stade est entre l’église et la piscine. La bibliothèque est au bout de la rue. Le café est à gauche de la librairie. Au coin de la rue il y a une charcuterie. 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. Level 3 = As Level 2 but questions from English to French. Then play pelmenism/ slap the card.