This is a do now activity/retrieval/checking for understanding task. Can students get up the Pomipdou Centre by translating all of the boxes correctly from French to English. Ideal for KS3/overlap foundation/higher at GCSE

A fun way to practice greetings via a game. The instructions are included and suggested variations are given using biscuits and sweets/icing.

A translation game to consolidate, retrieve or check understanding of greetings and talking about how you feel. Instructions are included and there are several conversations to translate.

A great way to retrieve knowledge or to check understanding and can be used in a variety of ways. It is based on the topic of where I live

A fun and engaging activity in which students can learn and consolidate their knowledge of talking about jobs in a fun way based on Minecraft. Students love this activity. It has engaged even the most reluctant ones especially boys. Rules. Land on a green diamond and translate the corresponding sentence from French to English and win a diamond (these are needed in minecraft to build with) Land on the horse double your next throw (the horse gives you speed) Land on the pig (gives you energy so go forwards two) Land on Creeper go back 4 Land on a chicken -the partner gives a short sentence in English and if the player who landed on the chicken can translate it in writing accurately into French then they win two diamonds (in Minecraft the chicken gives you feathers to write with) Land on the Ender dragon and lose all diamonds and your horse speed if you have it. Everytime you pass and land on start then win 4 diamonds At the end of the time given to the game the person with the most diamonds is the winner.

A knowledge organiser which includes a quizlet link, pronunciation advice and key vocabulary. Great for an introductory lesson for Spanish.

This set includes: Sheet 1 - point scoring olympic medal task Sheet 2 - phonic task LL find the y sound, emoji drawing and greetings Sheet 3 - phonic task LL find the y sound, guess the meaning and self quiz on common LL words Sheet 4 -self quiz -greetings and how I feel and name Sheet 5-Self quiz -estar/ser (yo-ella) Sheet 6 - gap fill is it Estoy/Soy Sheet 7- list/odd one out/correct and translate (greetings, nationality, how I feel, name Sheet 8-Point scoring task Sheet 9- Self quiz on key verbs and opinions Sheet 10 - numbers “th” sound and a connect four game Sheet 11 -Self quiz sheet numbers 1-20 Sheet 12 -Shark game answer questions Sheet 13 -Self quiz sheet months and giving your age and birthday

To play this then students must know the colours really well, teaching of the colours is not included in this resource as it is a stand alone activity.

A task to either retrieve knowledge or to check understanding or to revise key vocabulary on the topic of where I live. The sheet includes: -sorting adjectives as either positive or negative -matching of location vocabulary -point scoring translation task on phrases to answer the question Where do you live?

A quick worksheet activity or an activity that can be displayed on the board to retrieve knowledge, check understanding or be used for key word revision. The task includes: -list 5 places in a town -correct a sentence -translate -complete and grow a sentence from a starter -change and adapt the words in bold in a sentence

Here are six planning sheets to get students to speak more spontaneously at foundation level so that they are not writing full sentences in the prep time on their CN2 form. Topics covered are: -part-time jobs -future job -when you have recently used a language -living and working abroad-an opinion -what you did at work recently -opinion on apprenticeship or university -a recent school trip -opinions on school subjects and sports at school -a school trip you would like to go on -a lesson that you have done recently -a sporting activity that you have done recently How I use this resource. I give students time to translate the bullet points and to write key words in each square. I give them key vocab to reinforce what they constantly forget or find hard. I would then read a question that matches the bullet point (I usually would make these up). I would then ask a student to give their answer. If the answer is good then on the smart board I write their name in the box. So if they answer describe the photo covering all parts of palms then their name goes in the first box. On each box to get their name in a box they must cover all of the prompts. I keep doing this repeatedly for about five minutes. Once all of the boxes have a name in then students can knock a student out of a box and replace it with their name. At the end of the five minutes all students with their name in the box get a house point.

Here are three planning sheets to get students to speak more spontaneously at foundation level so that they are not writing full sentences in the prep time on their CN2 form. How I use this resource. I give students time to translate the bullet points and to write key words in each square. I give them key vocab to reinforce what they constantly forget or find hard. I would then read a question that matches the bullet point (I usualy would make these up). I would then ask a student to give their answer. If the answer is good then on the smart board I write their name in the box. So if they answer describe the photo covering all parts of palms then their name goes in the first box. On each box to get their name in a box they must cover all of the prompts. I keep doing this repreatedly for about five minutes. Once all of the boxes have a name in then students can knock a student out of a box and replace it with their name. At the end of the five minutes all students with their name in the box get a house point.

The resource includes a vocabulary learner/self-quiz sheet on TV programmes and a point scoring revision task on adjectives and vocabulary linked to talking about TV in the present tense.

Included is: -a vocab learner/ a self quiz sheet -a crack the code activity -a mixed activity task sheet looking at the conditional tense of weather and ideal holidays and also time phrases. Could be used at KS3 and or KS4 with a foundation class.

This can be used at KS3 or with a foundation group at KS4. Activities include: -conjugate verbs - present tense -list five activities that you like to do on holiday (answers not given for this part) -odd one out -correct the past tenses -translation

A range of answers that students might need in the role play part of the exam. Students have to rebuild the sentences using the letters from the missing cells below. Students can then translate the phrases back into English. Students can then match them to the bullet point that they would go with. Answers are provided making it an ideal resource for cover too.

Two worksheets to support students in booking into a hotel and to review their stay in a hotel. Exercises include: -match the start and ends of sentences -unjumble sentences -pyramid translations -GCSE foundation reading style exercises (gap fill and which hotel) -Role plays -foundation GCSE style -pyramid spelling An ideal resource for either: revision, consolidation or cover.

An easy to follow knowledge organiser on the topic of school uniform which includes: -a verb table -items of clothes, colours and other adjectives -a list of impressive phrases.

This resource is a retrieval starter so that students can revise places in a town. Students have to: list places in a town correct a sentence Grow a sentence Adapt a sentence There is also a vocab learner/ self quizsheet of key phrases and vocabulary as well. It could be used as a retrieval task or as a plenary. It is suitable for KS3 or GCSE as a revision task.

Two knowledge organisers to support students at KS3 and KS4 to talk about school uniform and school rules. Both include: -impressive phrases -verb tables -core vocabulary -adjectives -common questions asked at GCSE on rules and uniform They are straightforward and easy to use for all students.