This Battleships Game/ Lotto Grid revises indirect object pronouns with a range of tenses . Expressions: Je lui ai dit bonjour et Il m’a donné un cadeau et Ils leur ont offert un sourire et Elle nous a demandé l’heure et Nous lui avons appris comment conduire et je lui dirai au revoir. il me donnera des bijoux. ils leur offriront des félicitations. elle nous demandera de l’argent. nous lui apprendrons comment dessiner. Battleships Game Instructions The students love this competitive and fun game! I use this battleships game (which can also be used as a lotto grid) to help students to practise their pronunciation and to reinforce new vocabulary and grammatical structures. 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!

I made this flowchart to help my students form the perfect tense for regular past participles, irregular past participles, verbs that take être and negatives. The second slide also includes reflexives. I thought it would be great to create a Perfect Tense machine, hence the Perfectatron! I print out a colour copy for each student to stick in their books. You may wish to use this with my Perfectatron Challenge Worksheet. The Perfectatron Challenge! This sheet should be completed using the Perfectatron with avoir, être and negatives. Students work through the following challenges, then we check them together as a class. All: I entered (m)= ______________________________ I fell (f) = ______________________________ You (informal, m) arrived = ______________________________ He went = ______________________________ She went = ______________________________ We went out (mixed group) = ______________________________ They stayed (group of girls) = ______________________________ They entered (mixed group) = ______________________________ I read = ______________________________ He said = ______________________________ They drank = ______________________________ We learnt = ______________________________ She saw = ______________________________ I watched = ______________________________ You (formal/plural) finished = ______________________________ He played = ______________________________ She listened to = ______________________________ We chose (choisir) = ______________________________ Most: Create complex sentences using: MRS VAN DER TRAMP verbs: ______________________________¬¬¬¬-_________ Irregular verbs with avoir: ______________________________¬¬¬-_______________ Regular verbs with avoir: ______________________________________________ Some: Create a complex, negative sentence for: MRS VAN DER TRAMP verbs: ______________________________¬¬¬¬-_________ Irregular verbs with avoir: ______________________________¬¬¬-_______________ Regular verbs with avoir: ______________________________________________ Mega Challenge: See some, but now using a range of tenses, adjectives and opinions. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This differentiated role play practises the future tense and holiday vocabulary plus a little exposure to the conditional perfect. Example questions and answers: Mes projets pour les vacances. A. Où iras-tu en vacances l’année prochaine? B. Cette année/ comme d’habitude/ pour la première fois j’irai au bord de la mer/ à la campagne/ chez mes grands-parents/ à Paris/ en Angleterre/ en Espagne/ aux États-Unis. Je resterai à la maison. A. Avec qui ? B. J’y irai avec ma famille/ mes amis/mon copain/ma copine/ ma classe. Other questions: A. Qu’est-ce que tu feras ? A. Ce sera comment ? A. Tu aurais préféré aller où ? A. Tu aurais préféré faire quoi ? Extra questions and answers for stronger students: A. Ou es-tu allé(e) l’année dernière ? B. L’année dernière je suis allé(e) au bord de la mer/ à la campagne/ chez mes grands-parents/ à Paris/ en Angleterre/ en Espagne/ aux États-Unis. Je resterai à la maison. A. Qu’est-ce que tu as fait ? B. J’ai fait du sport/ du VTT/ de la natation/ de l’équitation/un stage de tennis/ de la planche à voile/ du parapente. A. C’était comment ? B. C’était très/ assez/ extrêmement/ un peu génial/ ennuyeux/ fatigant/ passionnant.

Expressions: Se plaindre! Je vous écris pour me plaindre de mon séjour Le camping était complet Le branchement d’électrcité fonctionnait à peine Il n’y avait pas d’emplacements Les sanitaires n’étaient pas propres Il y avait trop de bruit 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: Be able to match the phrase and the picture. Most: Be able to fully translate each phrase. Some: AND Perfect Pronunciation Challenge. 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!

This differentiated role play is entitled: Les choses que j’aime faire. Example questions and model answers: A. Qu’est-ce que tu aimes faire comme passe-temps ? B. Ma passion c’est le foot/ le tennis/ la natation/ le netball/ le ski/ la boxe/la lecture/ l’équitation/ car/parce que à mon avis/ je pense que/ je trouve que c’est très/ assez/un peu/ plutôt/ extrêmement/ incroyablement/ vraiment amusant(e)/ délassant(e)/intéressant(e). A. Quand est-ce que tu en fais ? B. J’en fais tous les jours/ deux fois par semaine/ tous les week-ends/ tous les vendredis. Other questions: A. Aimes-tu faire de l’équitation/ de la natation/ les devoirs/ les magasins ? A. Aimes-tu jouer au foot/ au tennis/ au rugby/ au netball/ au basket/ du piano/ de la violon ? Extra extension questions and model answers for stronger students: A. Qu’est-ce que tu as fait le week-end dernier, c’était comment ? B. Le week-end dernier j’ai joué au foot/ au tennis/ au rugby/ au netball/ au basket/ du piano/ du violon j’ai fait du ski/ du vélo/ du VTT/ de la natation/ de l’équitation j’ai lu un livre/ travaillé à l’ordinateur. C’était chouette/ génial(e/ nul(le). A. Qu’est-ce que tu vas faire le week-end prochain, ce sera comment ? B. Le week-end prochain, je vais faire du ski/ jouer au foot/ faire mes devoirs ce sera chouette/ génial(e/ nul(le).

This 37 slide French Christmas Quiz PowerPoint is fun and informative! I have used lots of colourful animations to really bring the quiz to life. The second slide presents the differentiated objectives: Objectif: To complete a Christmas Quiz and learn about how Christmas is celebrated in France. ALL will learn 5 words and facts. MOST will learn 6 words and facts. SOME will learn 7+ words and facts. Put the students into teams and tell them to choose their team name! There are 12 multiple choice quiz questions each on a separate slide e.g. 1. Comment dit-on «Merry Christmas» en français? A. Bon anniversaire! B. Joyeux Noël! C. Joyeuses Pâques! 2. Le Père Noël arrive le…. A. 6 décembre. B. 12 décembre. C. 24 décembre. 5. Comment dit-on «nativity scene» en français? A. Un sapin de Noël. B. Une crèche. C. Un cadeau. 9. In Provence how many desserts are traditionally served at Le Réveillon? A. quatre. B. neuf. C. treize. The following slides reveal the answers and include slides to further explain some of the answers. E.g. following a question about Une bûche de Noël a slides explains: Une bûche de Noël is a Yule Log. It is a sponge cake which is rolled and shaped like a log. Inside there is a cream filling and the cake is covered in chocolate or chocolate flavoured butter cream – miam miam! Slide 36 provides an opportunity for reflection and asks How many facts and French words can you remember? Joyeux Noël! Enjoy! Rachel

Expressions: Je m’entends bien avec lui. Je ne m’entends pas bien avec elle. Je fais mes devoirs chez moi. Nous avons joué au tennis avec elles. Je vais faire du VTT avec eux. Je voudrais travailler avec toi. Lui, il est égoïste! Pierre est plus pénible que vous! Il est allé en ville avec nous. 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, identify the teses 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!

French PowerPoint C’est bon pour la santé! Healthy Living: The Imperative. Expressions taught: Bois de l’eau. Ne bois pas de sodas. Mange des fruits. Ne mange pas de bonbons. Va au collège à pied. Ne va pas au lit trop tard. Fais du sport. Ne fume pas! 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 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! The French battleships game can be used to practise these expressions. This can also be used as a grid to play lotto/ bingo. This can then be followed by my PowerPoint on the Imperative.

Spanish PowerPoint introducing Christmas Vocabulary: Un belén Un àrbol de navidad Papá Noel Un regalo de navidad ángeles Un pavo un villancico un reno Un muñeco de nieve 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 multiple choice questions. Then there are "what's missing?" slides. The final slide has pictures of all the new vocabulary. 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 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 is a simple lotto game practising the numbers 1-20. Students choose 4 numbers and then I go through the PowerPoint, counting the number of different festive items with the students in Spanish. * Note I count the carol singers as 6! Please note this doesn't cover all the numbers from 1-20, but when I've played it with my classes I've had a winner in all but 1 game!

Expressions: Je me réveille. Je me lève. Je me douche. Je me brosse les dents. Je me lave. Je m’habille. Je prends le petit déjeuner. Je me couche. 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 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! The song is on one PowerPoint slide and is sung to the tune of jingle bells: Je me lève, je me lave, je me brosse les dents. Je m’habille, je fais pipi et je quitte la maison. OH ! A huit heures je prends le bus et je vois mes amis. Puis j’arrive au collège à huit heures et demie !

Spanish / English worksheet to help students practise the near future tense. It starts with a clear explanation, followed by a match up task, translation from Spanish to English, translation from English to Spanish and finally an extension task to create original sentences. Battelships Expressions: Voy a Vas a Va a Vamos a Vais a Van a escuchar música. jugar con mi Playstation. montar en bicicleta dormir. salir con mis amigos. ir de compras. Spanish - English Matching Cards: Voy a arreglar mi dormitorio. Vas a salir con tus amigos. Va a ir de compras. Vamos a montar en bicicleta. Vais a hacer el deporte. Van a montar en monopatín Voy a ir a la pista de hielo. Va a ir a un parquet temático.

As there are many cognates and this is aimed at slightly older students I have included a range of tenses. Expressions taught: Je voudrais voir un dessin animé. Je ne regarde jamais les jeux. Mon frère préfère les émissions sportives. Quand j’avais onze ans j’aimais les émissions pour la jeunesse. La météo ne m’intéresse pas. Les informations sont ennuyeuses. Hier soir j’ai vu un documentaire. Avant de faire mes devoirs j’ai vu un film. Je vais regarder un feuilleton. 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. it is differentiated as follows: All: Pick out and translate the TV programmes. Then translate the full sentences. Most: Identify the tenses. Perfect Pronunciation Challenge! Some: QFQs! (QFQ = Quick Fire Questions - the students quiz each other on the new phrases). 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 is a "Qu’est-ce que c’est?" slide. This final slide has pictures of all the phrases. 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 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!

These resources are designed to be a fun end of term lesson! The students learn vocabulary and facts associated to the Tomatina as well as revising food, clothing and colours. There are colourful slides with pictures and animations, differentiated activities, links to short YouTube extracts, a worksheet and a creative task to finish. The first slide says: In celebration of the humble tomato! (at this point the students do not know that they are learning about La Tomatina!) Slide 2 is the warmer: All: Match the words and pictures. Most: AND identify the food that involves tomatoes! Some: AND name other tomato-based food/ dishes! Vocabulary includes: una pizza una paella un bocadillo el gazpacho * Having checked these recipes, ALL can contain tomatoes! Slide 3 says: Of course, there are other things you can do with tomatoes….. Click on the YouTube link which takes you to a brilliant RayBans Tomatina advert (2 mins 47 secs). Slide 5 then states the lesson objective: Objetivo: To learn facts and vocabulary related to the La Tomatina. All: Will learn 7 new facts and Spanish words. Most: Will learn 9 ... Some: Will learn 10+ ... Slide 6 should be used in conjunction with the YouTube link and worksheet: All: Watch the Tomatina advert and choose the correct answer! Most: Tick the things you see and the words you hear. Some: Write down other objects and words in Spanish that you see and hear. The YouTube link (1 min 21 secs) advertises the Tomatina and is a short cartoon narrated in Spanish. You may wish to show this a couple of times. Example question: 1. The Tomatina takes place in… A. Valencia, España. B. Sevilla, España. C. Buñol, España. Examples of vocabulary to tick: el mundo el sol la luna una palmera un estadio una iglesia un piano Slide 7 states: You are now going to design your own Tomatina outfit! All: Match the Spanish and the picture! Most: Perfect Pronunciation Challenge! What other items of clothing and accessories can you name? Some: Quick Fire Questions! * Here the students quiz each other English – Spanish, Spanish – English, spellings….. Vocabulary includes: Una camiseta Unos pantalones Unos zapatos Slide 8 : All: Will draw your Tomatina outfit and label the clothing and accessories in Spanish. Most: AND will write the colour: REMEMBER word order and adjective endings. Some: AND include the material. Use your imagination…. You could be a Tomatina superhero, a Tomatina ninja… You decide! The students then grab dictionaries and design, label and finally present/ share their work. The final slide is for reflection. Enjoy!

These resources are designed to give the students a taste of the thrilling Le Mans ambience and an appreciation of the prestige, dangers and challenges of the event! It uses exciting YouTube clips, colourful slides, matching cards, a video worksheet and a poem/writing template to imagine being a driver in Le Mans. A great end of term lesson! Slide 2 states the objective: Objectif: To learn facts and vocabulary related to Les 24 heures du Mans. All: Will learn 7 new facts and French words. Most: Will learn 9 new facts and French words/ phrases. Some: Will learn 10+ new facts and French words/ phrases. Slide 3 is the warmer and lesson hook. It asks : Qu’est-ce que c’est Les 24 Heures du Mans? There is then a link to the fantastic 1 mins 25 sec trailer for The Journey to Le Mans. The students can then share facts and French vocabulary which they already know. The students then match 9 x English- French cards with facts about Le Mans e.g. Les 24 Heures du Mans sont une course automobile d'une durée de 24 heures. Le Mans est dans le département de la Sarthe en France. La première course s’est déroulée en 1923. Elle est une des courses les plus prestigieuses au monde. Slides 5-11 allow you to run through the information on the cards and elicit the English. Slide 12 links to the worksheet in the resources. The students match French-English vocabulary: 1. Un mécanicien 2. Le podium 3. Un accident 4. Un casque 5. Le coucher du soleil 6. Le lever du soleil 7. Le drapeau à damier 8. Une voiture hybride 9. Un pneu 10. La nuit They then watch the Michelin 2015 Le Mans Highlights (3 minutes 14 secs), ticking the vocabulary they see (I’ve added a couple of additional words to the worksheet). The extension task is to list other things they see. Slide 14 is to be used with the (more detailed) support sheet. It sets out the final creative task: All: You are a Le Mans racing driver! Write a poem/ account of your 24 hours at Le Mans! You may wish to use the suggested template below: Il est 14h59. J’attends. Je suis prêt/ prête. Je suis calme. (time + verb + adjective) Il est 15h00. Le Tricolore! On commence! Je suis confiant/ confiante. Je suis fier/ fière. Il est 22h00. Le coucher du soleil….. Most: Build in negatives e.g. je ne dors pas. Some: Build in: adverbs e.g. parfois and toujours… connectives e.g. et, mais, cependant… other tenses e.g. je voudrais + infinitive. The final slide then gives the opportunity for reflection. I hope you enjoy using these resources!

I use these matching cards with my Year 12 students to build vocabulary associated with the stresses and strains of A Level studies. Expressions: On nous fait travailler comme des fous! Il est possible que je doive redoubler ma première. Je suis complètement obsédé par mes notes! C’est l’angoisse totale quand le prof me rend un contrôle. J’aimerais bien que les programmes soient moins chargés. Mes parents ne veulent pas que je prenne cette filière-là. Je suis hyper stressé(e) ! J’ai un trac fou à chaque fois qu’il faut passer un examen. 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!

Spanish PowerPoint presenting holiday destinations and transport. Vocabulary: ¿Adónde vas de vacaciones normalmente? Voy a la costa. Voy a la sierra. Voy al campo. Voy a un pueblo. ¿Cómo vas? Voy en coche. Voy en avión. Voy en tren. Voy en autocar. Voy en ferry. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Slide12 has pictures of all the new vocabulary. 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 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! The next section of slides have verdad o mentira questions. Then there is a ¿Qué es? slide.

This PowerPoint presents the following expressions and can be used to familiarise students with or to reinforce the Perfect Tense. Expressions: A.Tu es allé(e) où? B.Je suis allé(e) en Inde. A.Tu es parti(e) quand? B.Je suis parti(e) le 20 juillet. A.Tu es resté(e) combien de temps? B.Je suis resté(e) une semaine/ un mois. A.Tu as voyagé comment? B.J’ai voyagé en avion. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The last slide has all the expressions together, this can be printed out and used as the basis for a role play.

This short presentation introduces the formation of the Near Future Tense. The first slide encourages the students to actively engage with the new vocabulary and grammar: 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 = Perfect Pronunciation Challenge) and question each other (QFQ = Quick Fire Questions) before the teacher checks with the whole class. The next slides have the phrases and a picture. Use this to elicit the pronunciation, English, the formation and to drill. The next slide looks in detail at the formation and the final slide at the conjugation of aller. You could then use one of my Near Future Tense battleships games/ lotto grids to reinforce the new structure. Expressions: Je vais Tu vas Il va Elle va On va Nous allons Vous allez Ils vont Elles vont voir un film de science-fiction. aller au cinéma. regarder la météo. faire du cheval. jouer avec des copains. jouer à l’ordinateur. Battleships Game Instructions The students love this competitive and fun game! I use this battleships game (which can also be used as a lotto grid) to help students to practise their pronunciation and to reinforce new vocabulary and grammatical structures. 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!

French - English Matching Cards: Rendez-vous! Expressions: Oui d’accord. Je veux bien. Ça dépend. Je ne peux pas. Je suis désolé(e) mais je sors avec ** samedi. Je regrette mais je dois rester à la maison. J’aimerais mieux aller à la patinoire. OK ! On se retrouve où ? Je ne suis pas libre. Ça ne me dit rien Yes, okay. I’d really like to. It depends. I can’t. Sorry, but I’m going out with *** on Saturday. Sorry, but I have to stay at home. I’d rather go to the ice rink. Okay! Where shall we meet? I’m not free. I’m not interested. 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 slap the card. Battleships Expressions: Tu veux aller.. Ça te dirait d’ aller.. Tu as envie d’ aller.. On pourrait aller.. Si on allait.. au théâtre demain soir? au cinéma le week-end? en boîte la semaine prochaine? à la plage samedi? aller au concert cet après-midi? en ville le week-end prochain ? Instructions Firstly I ask the students to work independently in pairs to translate the expressions and discuss 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.

Expressions: A. Je peux vous aider? B. Je cherche une jupe en laine. A. En quelle taille? B. En taille grande/ moyenne/ petite. A. Quelle couleur voulez-vous? B. Du bleu. Je peux essayer ça? A. Oui, il y a une cabine là-bas. B. Ça fait combien? A. Ça fait 20 Euros. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The final slide puts the whole role-play together. Print this off and ask the students to perform it!