100 minute lesson. In this lesson students will learn a range of verbs and vocabulary to talk about where they would like to go for their ideal holiday. This lesson is fully differentiated with support sheets and challenging activities. Mini-plenaries are planned to monitor students' progress. This lesson refers to ARE ( Age Related Expectation ) as it is the way we assess KS3 in my school. It can easily be replaced by the way you assess your students. This lesson follow the SOW on Allez 1 Module 7 however for this particular lesson you do not need the Allez book.

100 minute lesson on the conditional tense. Students will learn the formation of the conditional tense with all subject pronouns ( je voudrais / j'aimerais + infinitive) They will practice with mini-whiteboards, games and a running dictation. Mini-plenaries are planned to monitor student's progress. Challenge tasks available for each activity. This lesson refers to ARE ( Age Related Expectation ) as it is the way we assess KS3 in my school. It can easily be replaced by the way you assess your students. This lesson follow the SOW on Allez 1 Module 7 however for this particular lesson you do not need the Allez book.

1 hour lesson(clothes items needs to be introduced before hand in another lesson). This lesson is fully differentiated with support and challenge. Mini-plenaries are planned to monitor students'progress. By the end of this lesson students will be able to build complex sentences on clothes, giving their opinion on clothes and justifying their opinions. There are model answers for the speaking task and the writing task has a writing frame to support weaker students. This lesson refers to ARE ( Age Related Expectation ) as it is the way we assess KS3 in my school. It can easily be replaced by the way you assess your students.

1 hour lesson on clothes. This lesson refers to ARE ( Age Related Expectation ) as it is the way we assess KS3 in my school. It can easily be replaced by the way you assess your students. Students will learn a range of clothes items ( all presentation is colour coded to support with the gender of words). Students will then learn a range of adverbs to use in their sentences ( je porte souvent des jeans le week-end). Students will be actively involved when introducing the new vocabulary ( dictionary race and think pair share activities). There is a speaking task with model answers linked to success criteria ( You might want to adapt the success criteria as we refer to ARE in our school). There is also the possibility to print the model answer to support your weaker students. Mini-plenaries are planned ( and they are obvious on the powerpoint) to monitor students' progress.

This is a 100 minute lesson. This lesson refers to ARE ( Age Related Expectation ) as it is the way we assess KS3 in my school. It can easily be replaced by the way you assess your students. Lesson is fully differentiated with support and challenge. Students will revise the verb to go ( song from Youtube + card game that you will need to cut before hand) Then students will learn formation of the near future ( Think pair and share activity) with all subject pronouns and practice ( battleship game )

100 minute lesson on clothes with opinions and justifications. This lesson is highly differentiated ( with support sheets and challenging activities throughout). I was observed for my appraisal observation with this lesson and I got outstanding. The learning objectives are linked to GCSE grade. There are model answers linked to GCSE grades for the speaking and writing tasks.

Year 8 or 9 lesson on clothes. This is the introductory lesson on clothes. This is a lesson planned for a 100 minute lesson. It can be easily adapted for 1 hour lessons. In this lesson students will learn about clothes items, colours and colour agreements. There are mini-plenaries to monitor students' progress.

Lesson with differentiated activities throughout. This is lesson 2 on the environment topic that I have covered with my class. Lesson 1 is available on the TES. Students will cover some present tense with je and nous and some negations. There is also a game ( blind noughts and crosses) and the starter task is a practice for the picture based discussion /or photo task on the foundation writing paper. Every tasks are linked to GCSE grades and there are mini-plenaries to check student's progress.

Lesson 1: AQA mark scheme is analysed by students before attempting a GCSE style task. Students are given the choice between a foundation task and a higher task. Students are given 30 minutes to complete the task and they then peer-assess each other using the AQA mark scheme printed for them. Lesson 2 : Improving writing skills. Students reflects on WWW/EBI of their writing task. I have then created examples of answers for grades 1/ 3 / 5 for the foundation task and grades 5 / 7 / 9 for the higher task. Students have to complete a range of activities on the model answers. They need to identify key elements in each answer and they have to grade each of the model answers justifying their grading. After students have understood the success criteria they have to design their own model answer to the writing task. All activities are done in ability groups. Answers created in groups should then be peer- assessed by another group. teacher to photocopy and give exemplar model answer to all students ( once it has been marked ).

Y10 or Y11 class. Highly differentiated resource with challenge and support sheets (see attached worksheet). Students will learn key vocabulary related to the topic of environment and then use this vocabulary using il faut and il ne faut pas. Students will then have to understand key environmental issues and come up with their solution in a writing tasks. Mini-plenaries and plenaries to monitor students progress.