Series of lessons for Y8 top set introducing tenses, within the context of free time/leisure. Includes: -opinions of infinitives -1st person in past, present, future -perfect tense with avoir (range of subjects, irregular past participles) -opinions of TV -speaking assessment - GCSE-style roleplay cards All lessons are differentiated Bronze/Silver/Gold.

Pictures cut out and stick around the room.\n\n1 grid between 2-3 pupils. 1 pupil per team can get up and bring back information to fill in the grid (fill in with the Spanish captions from under the pictures).\n\nExtension (especially if using with KS4) - cards with Spanish descriptions to match up. \n\nPowerpoint gives some clues to help with extension, then goes through answers, then has a quiz to finish.

2 different versions of a diary entry about what sports you do on different days, as preparation for a writing assessment. 1 version is for pupils aiming for maximum Level 4 and is all in the present tense. The other includes the perfect tense and the immediate future for pupils working towards Level 5/6. Content (activities/days) is identical so it can all be marked together in class.

Lesson to introduce the simple future tense to mid/low ability Y10 (who had only done immediate future in KS3). To do the listening, you need to have Kerboodle. I have added a gapfill activity to exploit the Kerboodle sound file in a different way. Differentiated lesson. Most able - range of subjects, some si clauses with set sentence openers Least able - 1st person (other subjects with support).

Pupils use cognates/prior knowledge/process of elimination to match the French and English timephrases and place them on the timeline. Used alongside work on perfect tense.

Vocab sheet to use with this video from VideoEle: http://www.youtube.com/watch?v=etd0-GwJJ0Y Pupils see how many items they can identify from the video - challenge to find as many as possible, rather than expectation to get them all. Then becomes sheet for recording vocab - go through answers on powerpoint and pupils fill in gaps.

Lesson aimed at developing dictionary skills prior to writing Controlled Assessment. \n\nThe aim is for pupils to know what type of words they are looking up, and to be able to use verb tables correctly to avoid handing in work peppered with infinitives.\n\nAll examples are the Oxford School French Dictionary as this is what our pupils use in exams. \n\nThe conjugation game on the last slide was sent to me by a colleague who found it on TES - you may need to search for it to get a clearer copy than my screeshot.

3 different tasks so includes extension work for more able. Texts about what people eat for lunch and why, focusing on reasons for eating at canteen/sandwiches/home - can link in with cultural aspects about school meals in France. Task 1 - very basic, vocab recognition. Task 2 - comprehension. Task 3 - identifying reasons/arguments for and against.

For Year 8 low ability group on pancake day. \n\nLinks in with current module (just starting food and drink - Expo 2, Module 4) but includes some cultural aspects on la Chandeleur and Mardi gras. \n\nMain idea for resource (pictures and vocab) taken from another TES resource (http://www.tes.co.uk/teaching-resource/Les-cr-and-234-pes-6071144/) but I have added to it to keep my class busy for a whole lesson.

Expo 2, Module 3 - Rouge and Vert\n\nA couple of powerpoints and worksheets on replying to invitations and making excuses for different Year 8 groups.

Bronze / Silver / Gold differentiated revision board games, covering: -self -family -where you live/come from -jobs -leisure activities -TV -excuses (with je dois) -opinions -perfect tense -places in town

Cover lesson for a low ability Y7 group. Various puzzles to consolidate vocabulary for rooms of the house and furniture. Tasks increase in difficulty across a double-sided worksheet - wordsearch is accessible for the weakest students, cryptogram is a challenge for more able.

For a very low ability FCSE French group, but would be suitable for lower year groups. \nWould be good for cover.\n\nMatch up key vocab.\nSimple reading task (checking understanding of il y a and il n'y a pas de).\nMatching places to activities with 'on peut'.\n\nFont size is massive so you can print 2 sheets per page.

Powerpoint for presenting classroom objects vocab and worksheet with pictures for pupils to match up with vocab. \nIncludes speaking activities for groups of 4, and for whole class.

Reading text suitable for Y9 or KS4. Description of primary school (c’était, il y avait) and ideal school (ce serait, il y aurait) plus other verbs in the imperfect and conditional tenses. Could lead to practice of these structures and students producing their own written work.

Lessons focusing on the different types of Crossover questions (those which appear on both Foundation and Higher papers).There are several key question types which appear each year and try to trick candidates using tenses, negatives, 3rd person etc., as red herrings.These lessons aim to alert pupils to these pitfalls by practising past questions so they can avoid being caught out in their exam.Uses 2010-2013 as we used 2014 for a mock recently. Also included is a "walking talking mock" where pupils had just done the 2014 Higher paper and we went through the whole paper question by question to mark their own and understand mistakes.All exam questions are property of Edexcel. Numbers refer to the time on the recording which you can get from the Edexcel website.

A5 numbers (2 per page) as Powerpoint slides. \nIn French and Spanish for classroom display (eg: as a border around the classroom)

2 lessons aimed at top-set Y9 pupils, linked to Module 1 of Expo 3 Rouge. \n\nLesson 1:\n-Intro to film genres - think of an example for each genre listed.\n-Reading task - guess the film from the description (answers: The Hunger Games, Harry Potter, Frozen, The Fault in Our Stars)\n-Find the French (for key phrases to use in writing)\n-Writing task with sentence starters provided.\n\nLesson 2:\n-What do you care about when choosing a film? - ranking priorities and writing about them\n-Opinions of different aspects of the film - review.

Card sort and grid for recording information. Pupils each have a grid, and have a set of cards in groups of 2-3. They match the reasons (bullet-pointed cards) and frequency with which the food should be eaten to the foods in the grid and record the information. Links in with knowledge of food groups/healthy living from science or food tech.

Match vocab with pictures as recap from previous lesson.