To recap job titles, agreements, and how to say what job someone does.

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.

2 lessons for the end of a healthy living topic with a middle set Y9 group, focusing on understanding of when to use the present, perfect, imperfect, near future and future tenses. Pupils have previously covered these tenses in all subjects, but I am focusing on the je form in these revision lessons to simplify things a bit and increase the chance that they can use the tenses in their upcoming written exam. If you're looking for something more highbrow for top set or for Y10 and 11, I have a series of lessons on conjugation in my resources.

Card sort to introduce food quantities and containers. Pupils have to match starts and ends of phrases (eg: une bouteille... ...d'eau, une canette... ...de coca) based on what makes most sense. There is more than one right answer to some. Works best if you print each sheet on a different colour of card, then swap the top and bottom half of the grid around so you have 2 different colours in each envelope - quicker for pupils to see which are the starts and ends of phrases that way.

Reading activity suitable for KS4 or high ability Y9. For my mixed ability Y9 class I added paragraph numbers and references for each question on some copies, which helped a bit, but was still too challenging really so I'd save it for top set if you have one! Pupils identify tenses (I did this first, then went through answers before moving on to comprehension) then answer questions about the text. Extension task to extend vocabulary for more able.

Used with an Asset Spanish class, so is fairly basic. Would probably be OK for KS3 or a Foundation GCSE group. Read descriptions of people's jobs/where they work, and match with job titles previously learned.

First lesson for low ability beginners group on clothing.\n\nRevision of colours, presentation of vocab, beat the teacher repetition game, reading and writing task, true or false plenary (did this as thumbs up/down).

Goes with Mira 1, Module 2 (refers to listening exercises from the textbook, but there's plenty of useful stuff on the slides if you don&'t have access to this).\n\nMy class are Y9 beginners Spanish, but this would be equally suitable for Y7.\n\nLesson 1 - using cognates to work out school subjects, listening, writing about what subjects you study/don&';t study.\n\nLesson 2 - vocab recap pic reveal, days of the week, reading.\n\nLesson 3 - gender, listening, adjectives, using dictionary, opinion phrases.

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.

Introducing and using colours creatively with Year 7, based on poems by French primary children found online.\n\nLesson 1: Presentation of colours and opinions.\n\nLesson 2: Reading a poem, highlighting key features (nouns, adjectives), discussing similes. Pupils write first couplet of poem.\n\nLesson 3: Preparing for independent working - dictionary skills, how to know if a word is masculine or feminine. Adjectival agreements. Continue drafting poem.\n\n1 or 2 more lessons needed to produce display work.

Simple lesson to revise/introduce personality. Designed for a cover lesson, to ensure classes whose teacher is absent will have covered the same content.

A lesson I have prepared for induction with Y6. Would also be suitable for a first Y7 lesson in September. \n\n1) Asking and saying what your name is.\n2) Quiz in groups - knowledge about Spain/Spanish-speaking countries.\n3) Video clip to introduce greetings.\n4) Que tal? + various responses\n\nQuiz is adapted from a resource a colleague sent me, so may have come from TES before.

Lesson to introduce personality adjectives with Y7 (they've already done loads of work on agreements for colours and physical description, so not that much time spent on it here).\n\nGoes with Expo 1 and does refer to reading and listening activities from it, but hopefully some of the slides will be useful even if you don&'t use this textbook.

For a beginners Spanish Y9 class. \n\nIntroduces animals vocab (pets) and includes a sheet for pupils to match up and record vocab.\n\nSpeaking and writing including adjectives.

2-3 lessons on the weather and activities in the near future tense for a weak KS3 group. \n\n1st lesson - presenting the vocabulary, recording on a sheet, understanding sentences about weather in different locations.\n\n2nd lesson - listening from Mira 1, then near future tense linked with weather (plans for the weekend).

To build on work on saying how often you go to the cinema (Expo 3 Vert - Module 1, adverbs of frequency). \n\nRecap of aller and adverbs of frequency, followed by work on reasons/for against cinema-going. Work out the meaning of the statements and categorise for and against.\n\nKey vocab given in word-bank on powerpoint to support least able.

Year 8 lesson for pupils following Expo 2 Rouge.\n\nAlready done modal verbs (invitations and excuses) and clothes. Combine/consolidate in this lesson.\n\n1) discuss uniform in France/watch clip.\n2) key vocabulary - things not allowed in school.\n3) categorise statements with modal verbs (can, must, can't wear)\n4) does the statement apply to England or France?\n\nFor part 3, statements are on individual slides as I send pupils slides on iPads (pdf version attached for those who have this option). But can easily be adapted.

Lesson on sports using jugar + time phrases.\n\nLesson on sports using hacer/practicar and choosing the correct one.

A worksheet aimed at preparing a very low ability (Y11 SEN) class for the FCSE Reading papers on the topic of Holidays. Covers key vocabulary needed for the paper that they won't necessarily have covered before as the FCSE papers can be a bit random.

A short text to print out and give to pupils to find and correct errors. Most mistakes are tenses and articles but some are simple spelling mistakes. I ended up going round underlining mistakes for the least able pupils during the lesson, so they just had to correct it, so you could do some copies already underlined for your class if needed.