<p>Everything you need to talk about town and countryside is in this great resource for EFL. More than 20 activities to use in PDF (clickable + printable) and PowerPoint format.</p> <p><strong>Description</strong></p> <p><strong>Town</strong> or <strong>countryside</strong>? Let your students express themselves on this topic with this educational resource in <strong>PDF</strong> and illustrated and nicely animated <strong>PowerPoint</strong> format for your A2 / B1 EFL course.<br /> At the end of all the sequences in this educational resource, your students will have achieved a range of <strong>comprehension</strong> and <strong>production</strong> <strong>objectives</strong>.</p> <p><strong>Comprehensions about town and countryside</strong></p> <p>First of all, they should understand an audio document that presents Parisians who leave the city to settle in the countryside. This audio presents the <strong>causes</strong> and <strong>consequences</strong> of the urban exodus. Then, they will answer questions about<br /> the most ecologically modern city in the world. This document presents all the <strong>initiatives</strong> put in place to respect the <strong>environment</strong> by developing the <strong>economy</strong> and <strong>tourism</strong>.</p> <p>Finally, they will have to do a <strong>musical understanding</strong> of a <strong>song</strong> that highlights the government’s total <strong>lack of interest</strong> in the French countryside.</p> <p>As far as reading comprehension is concerned, it will take two forms. Firstly, a table which aims to help a certain person to find the city corresponding to his/her criteria. Then, secondly, to understand the concept of eco village through an article that presents the daily life and the way of functioning of this atypical place.</p> <p><strong>Production objectives for the city and the countryside</strong></p> <p>Most of the production objectives are <strong>oral productions</strong>. As always, you will have a set-up that aims to create a debate between the <strong>country dwellers</strong> and the <strong>city dwellers</strong> in your class. In addition, before each authentic document, you will have to go through a series of introductory exercises to find out what the students know about the topic of the sequence. After listening to the song, the<br /> students will have to write a <strong>speech</strong> to make the Minister of Education react from different angles. A debate will also be launched on the <strong>importance</strong> and <strong>priority</strong> of certain criteria for a city (transport, safety, etc.). Afterwards, they will express themselves on <strong>unusual prohibitions</strong> found in the most ecological city in the world. There are several other oral productions to be made, but I’ll let you discover what they are by downloading this sheet.</p> <p>At the end of this resource, there is a <strong>vocabulary</strong> list of town and countryside. <strong>Practical exercises</strong> will be also done in order to learn it properly. <strong>QR codes</strong> will be present, they will allow to access to <strong>multimedia content</strong> necessay to do the exercises and to access to the <strong>transcription</strong>.</p> <p>Congratulations in advance for this acquisition.</p> <p>Abdou.</p>

<p>Having fun while learning is the basics! This is why every time you bring up the subject of food in progress or prepositions of places you will have to print this superb sheet.<br /> This resource has two versions: a PDF and a PowerPoint.<br /> But still :<br /> a revision sheet for the vocabulary of food,<br /> An exercise on the prepositions of place,<br /> A magnificent summary poster with a kebab that goes everywhere,<br /> 2 interactive oral comprehensions with QR code to directly access the audios,<br /> A sheet of objects to be cut,<br /> All audio corrections and transcription.<br /> Treat yourself &amp; have fun!<br /> See you soon !</p> <p>S’amuser en apprenant, c’est la base ! C’est pour ça qu’à chaque fois que vous abordez le thème de la nourriture en cours ou des prépositions de lieu vous devrez imprimer cette superbe fiche.<br /> Cette ressource a deux versions : une PDF et une PowerPoint.<br /> Mais encore :<br /> une fiche de révision pour le vocabulaire de la nourriture,<br /> Un exercice sur les prépositions de lieu,<br /> Un magnifique poster récapitulatif avec un kebab qui se balade un peu partout,<br /> 2 compréhensions orales interactives avec QR code pour accéder directement aux audios,<br /> Une fiche objets à découper,<br /> Toutes les corrections et la transcription des audios.<br /> Faites-vous plaisir &amp; amusez-vous bien !<br /> A bientôt !</p>

<p>The <strong>pronouns y and en + COI and COD</strong> watch the small <a href="https://www.youtube.com/watch?v=oOQCm0gE-MQ" target="_blank" rel="nofollow">video</a> &amp; images of this product.</p> <p>So what’s in this great EFL teaching resource?</p> <ul> <li> <p>Two files: a <strong>PDF</strong> and a <strong>PowerPoint</strong>. The instructions are explained because their use will vary depending on the group/level you have.</p> </li> <li> <p>A <strong>listening</strong> that starts the lesson and explains the use of pronouns.</p> </li> <li> <p>An exercise with <strong>blank sentences</strong> to be filled in with either the pronoun <strong>“y”</strong> or the pronoun <strong>“en”</strong> depending on what is said in the listening.</p> </li> <li> <p>All the <strong>structures</strong> for the use of pronouns and a good comprehension of how they work.</p> </li> <li> <p><strong>Group exercises</strong> to practice the <strong>pronominal structures</strong> seen just before.</p> </li> <li> <p><strong>A question and answer speaking</strong> between students.</p> </li> <li> <p><strong>A “y” and “en”</strong> version of the game - <strong>“les enchères”</strong>.</p> </li> <li> <p><strong>A game:</strong> guessing games using the pronouns <strong>“y”</strong> and <strong>“en”</strong> - COI and COD. It consists of <strong>32 cards</strong> to be cut out for a duration of 20 minutes.</p> </li> <li> <p>A <strong>speaking</strong> <strong>“guess who it is”</strong> to put into practice the grammar rules you have learned with the help of photos, verbs and articles.</p> </li> <li> <p><strong>Exercises to do at home.</strong> <strong>64 sentences</strong> to transform using pronouns for levels A1 and A2. <strong>80 sentences + corrections</strong> for levels B1/B2/C1! <strong>A total of 124 sentences for all levels.</strong></p> </li> <li> <p><strong>QR codes</strong> for students to get access to the <strong>audio</strong> and <strong>corrections</strong> of the exercises. And if you send the exercise in PDF format, they can click on the correction or the audio.</p> </li> </ul> <p>Go ahead and do it! All you have to do is enjoy this educational resource, which can be downloaded for life and without limit!</p>

<p>Talk about <strong>transport</strong> with this <strong>PDF</strong> (print and interactive) and <strong>PowerPoint</strong> worksheet. It includes <strong>more than 22 activities for over 3 hours</strong> of lessons. The objectives are presented below and classified by competencies.</p> <p>Here are the objectives, classified by competencies, of this sheet on the theme of transport.</p> <p><strong>Oral comprehension</strong></p> <p>To understand 4 audio documents in order to <strong>answer questions</strong>. All these exercises deal with transport in their own way.<br /> First of all, the first one talks about the <strong>electric car</strong> and its ecological footprint.<br /> Then, the second one deals with the fear of flying explained by a scientist like no other.<br /> The second to last one presents a Parisian who is looking for a way to get around because he doesn’t know <strong>which means of transport to choose</strong>. He tests five of them and you will see which one suits him best.<br /> Finally the fourth one talks about the <strong>success of a certain means of transport</strong> in Holland.<br /> By the way, there is also a final audiovisual comprehension but the aim of this one is not to answer questions but to watch a video that presents the concept of <strong>carpooling</strong>. The learners watch it and try to summarise the information they see in the video orally. The next step is an oral activity which I will explain below.</p> <p><strong>Written comprehension</strong></p> <p>The first reading comprehension exercise will be <strong>like exercise 1 of DELF B1</strong>. The aim will be to help a Parisian to find the best means of transport to go to work by ticking the boxes corresponding to his requirements.<br /> Then, the second one is a text that presents a concept that scares some people: “<strong>the transport of packages by drone</strong>”. This exercise is a classic, they read a text and answer questions.</p> <p><strong>Oral productions</strong></p> <p>This is the skill that will be worked on the most in this FLE resource.<br /> Before each listening, they will have to answer questions related to the theme of the audio document and the same for the writing. For example, for the second one, they will have to answer questions such as, which means of transport do you think is the most dangerous and why?<br /> They will have 6 oral interaction exercises. For example, “find your ideal carpooling passenger”, book a plane ticket using a role-playing game, debate (by preparing beforehand) on rather polemical sentences, discuss their relationship with transport, etc. They will fill in the blanks.  For example: “to travel 100km I use…” they will have dozens of sentences of this kind to fill in and then exchange “in French” with their friends.</p> <p>Written production</p> <p>As always, a short essay to give your opinion on a given theme. Here, you will have to contradict a granny on what she thinks by giving examples.</p> <p>Transport vocabulary</p> <p>The objective will be quite simple. To know all the means of transport and the words associated with them with the help of exercises, two vocabulary sheets (with practical exercises) and two games.</p> <p>All the transcriptions, all the corrections and QR codes.</p> <p>Abdou.</p>

<p>You want to talk about <strong>gender inequality</strong> in your French language class. Look at all the material in this teaching resource for your B2/C1 class.</p> <ul> <li><strong>3 oral comprehensions</strong>: pay inequality, street harassment and inclusive writing.</li> <li><strong>Reading comprehension</strong>: the beaten men.</li> <li><strong>A poster:</strong> solutions to combat sexism.</li> <li>A <strong>written production</strong>: making a difference by writing to the minister.</li> <li>An <strong>original activity</strong>: a pick-up course for Jack.</li> <li>A <strong>speaking</strong>: presenting a special job offer.</li> <li>9 <strong>speakings</strong> in each sequence.</li> <li>A <strong>play</strong> about the originality information on a short film.</li> <li>A <strong>vocabulary list + exercises</strong>.</li> <li><strong>Corrections</strong>.</li> <li><strong>All transcripts and QR codes</strong> to access documents and transcriwatch the video or go below.</li> </ul> <p>Talk about <strong>inequality</strong> between men and women in your FLE class. The objectives are numerous and varied, as it deals with <strong>sexism, wage inequality, domestic violence, machismo and harassment</strong>.  By using this EFL resource in your class, your students will be able to work on the following topics.</p> <p><strong>Talking about gender inequality at work.</strong></p> <p>Understand an audio document that talks about <strong>wage inequality</strong> by comparing several countries. Then, they will have to prepare and present orally a <strong>job offer</strong> to carry out a rather crazy recruitment. <strong>Machismo</strong> will be the order of the day.</p> <p><strong>Talk about street harassment.</strong></p> <p>The aim of this sequence will be to <strong>understand</strong> an extract from a television news programme which presents a <strong>new law.</strong> This law will make it possible to <strong>fight against street harassment</strong> in France. And as approaching a woman is not so easy, they will have to <strong>help</strong> Jack who is looking for love and offer him a dating course. After all, it is quite complicated to distinguish an act of flirting from an act of harassment.</p> <p><strong>Domestic violence.</strong></p> <p>Even if it concerns mostly women, there are a good number of <strong>men</strong> who are victims. This is the subject of the text. After reading the text, the students will have to express themselves on what characterises the role of a man and a woman the most.</p> <p><strong>Talk about sexism.</strong></p> <p>There is such a thing as an ideal world without sexism!  The students will have to present a perfect society without any gender inequality using a mind map. They will also understand a short film about ordinary machismo in schools. They will watch the video once and they will give as much information as they can. Then they will propose solutions to the problem with an original speaking.</p> <p>Finally, they will have to understand and express themselves on machismo in French. The masculine has not always prevailed over the feminine and the students will have to understand the origin of this grammatical rule and the bad consequences it has on young girls. The students will have to write a letter that will bring about major changes at national level.</p> <p>No to gender inequality!<br /> There are other elements in the sheet that I haven’t mentioned. Buy it to discover them!</p>

<p><strong>Family</strong> and <strong>education</strong> are the most important things in life (after health of course). This EFL teaching resource in <strong>PDF</strong> and <strong>PowerPoint</strong> format looks at these topics from three different angles.</p> <p><strong>Famille et éducation : vidéo de présentation</strong></p> <p><a href="https://youtu.be/qDLAmfvED28" target="_blank" rel="nofollow">https://youtu.be/qDLAmfvED28</a></p> <p><strong>Homo-parent families</strong></p> <ul> <li>A <strong>Listening comprehension</strong> on the theme of families with two dads or two mums. It will be preceded by a <strong>vocabulary exercise.</strong></li> <li>Three <strong>oral productions</strong>: on the one hand, you will have one entitled “<strong>True or false</strong>” with quotes related to the document heard. On the other hand, another one that will make the learners <strong>think</strong> about what they consider as family or not. And the last one is in the form of an <strong>interaction exercise</strong> “the topmost family”.</li> <li>A <strong>vocabulary exercise</strong> “Sarah’s family” which consists of adding the attributes of her family tree.</li> <li>A <strong>game of 20</strong> cards for two or three players that will be played in two parts.</li> <li><strong>Reading comprehension</strong>: "Who should she adopt? ". A table to be filled in according to a person’s criteria and desires.</li> </ul> <p><strong>Grandparents without family</strong></p> <ul> <li><strong>Listening comprehension</strong> that presents an association that serves elderly people without families and who feel lonely.</li> <li>An <strong>oral production</strong>: "Good or bad idea? "which will present alternatives to the isolation of older people.</li> <li>A <strong>reading comprehension</strong> about foster care for the elderly and the requirements for hosting senior citizens in your home.</li> <li><strong>Oral production:</strong> "Do you share these opinions? "Learners will be asked to respond to some rather polemical sentences about the elderly and express their opinion in French.</li> <li>A <strong>group presentation</strong>: “the new home”, the students will have to propose an alternative to retirement homes and try to sell their concept to Josette’s daughter, who is actively looking for a place to live.</li> </ul> <p><strong>Educational violence</strong></p> <ul> <li>An <strong>oral comprehension</strong> that warns violent parents that hitting their child can have serious consequences for their future and their schooling. It will be in two parts. Before and after the second part, they will be invited to react to the document and give their opinion using quotes</li> <li><strong>Oral interaction</strong>: “Mary must be saved”. Mary never hits her children! And they take advantage of it to do anything and everything. The aim of this activity will be to put things into context by watching a 1:30 video about Mary’s daily life and give her advice on how to make her children calm down and respect her.</li> <li><strong>Oral production:</strong> “To slap or not to slap”? The aim here is to say what is the right reaction to adopt when faced with a mistake.</li> <li>A <strong>heated debate</strong> on educational violence.</li> <li>An <strong>oral interaction</strong>: “about the ideal family”</li> </ul> <p><strong>Extras</strong></p> <ul> <li>A <strong>vocabulary sheet</strong> + exercises (fill-in-the-blank sentences).</li> <li>All corrections.</li> <li>Qr codes to access the audios and transcripts.</li> </ul>

<p>Here is the very first <strong>VOCABULIZZ</strong> of our website! What is it? A series of <strong>progressive exercises</strong> to understand, <strong>assimilate and use the vocabulary</strong> of a specific theme. This very first sheet concerns the vocabulary of the <strong>media and new technologies</strong>. This resource contains <strong>more than 10 activities</strong> to do, including a <strong>game</strong> that will allow you to assimilate in detail the vocabulary learned throughout the sheet.</p> <p>With this complete worksheet, your learners will be able to:</p> <ul> <li>Understand a triggering document. This is a comic strip with a setting that will <strong>introduce the vocabulary</strong> of new technologies.</li> <li><strong>Make sentences</strong> from previously learned verbs and words.</li> <li><strong>Understanding the interests</strong> of some of the characters. All related to the vocabulary of new technologies and media.</li> <li><strong>Express</strong> themselves to give their opinion following a simple and effective structure.</li> <li><strong>Make oral comprehensions</strong> to link nouns and verbs to icons.</li> <li>Answer guesses such as “you click with this” = the mouse.</li> </ul> <p>And many <strong>other activities</strong>.</p> <p>I congratulate you in advance on this acquisition.</p> <p><strong>I really need you to give me feedback on this premiere and tell me how it worked for you.</strong></p> <p>See you.<br /> Abdou.</p>

<p>Everything you need to teach the <strong>conditional</strong>, the <strong>condition with “si”</strong> and the <strong>past conditional</strong> is in this resource for your FLE course. A modern, dynamic GRAMIZZ that makes teaching this grammar topic easy. The video presentation shows you everything.</p> <p>Do you want to teach the <strong>conditional</strong> tense in a fun, modern and easy to understand way? This <strong>GRAMIZZ</strong> is for you! The <strong>design and animations</strong> of this sheet are made to simplify the learning of grammar rules as much as possible.</p> <p><strong>What does this GRAMIZZ consist of?</strong></p> <p>First of all, you will discover the <strong>use</strong> of this tense and the <strong>condition</strong> <strong>with</strong> <strong>“si”</strong> with the help of a <strong>mini comic strip</strong> that takes place in a bakery.</p> <p>Then you explain how it <strong>works</strong>. Basically <strong>“how to conjugate a verb in the present tense”</strong>. The explanation is <strong>very easy</strong>.  It will be supported by a diagram to be filled in on the <strong>PDF</strong> but complete on the <strong>PowerPoint</strong>.  To be sure that everything is understood, you will ask your students to do some <strong>creative oral exercises</strong> <strong>and</strong> two <strong>practical written exercises</strong>. In addition, your awesome students will be asked to work on the conditional tense through a <strong>song</strong> with several frustrating situations.</p> <p>After this song, your students will have learned the conditional tense. It will be time for them to understand the use of the conditional with “si” and its mechanism. A mini reminder of the <strong>imperfect</strong> tense will be included to make it easier to follow. This theory will be continued with a <strong>practical exercise</strong> which is about making conditions with “si”, of course! To finish with the condition with “si” + conditional, they will have to make an <strong>oral production</strong> from photos describing a context and a person.</p> <p>When all is completed and everyone has assimilated the conditional and how it is used, it’s time for the <strong>great game</strong> called: “with si”. This game is funny as it will bring out the bad luck of your students but above all the good sense of most of them.</p> <p>BONUS</p> <p>As a bonus, for your <strong>B2</strong>, <strong>C1</strong> and <strong>C2</strong> learners, you will have a <strong>mini GRAMIZZ</strong> on the <strong>past conditional</strong>. It is also made up of theory and practice, but also an activity related to the song. Hang on, this sequence with the past conditional requires a good deal of <strong>concentration</strong> at the beginning, but once you’ve got the hang of it, it’s all good!</p> <p><strong>Congratulations</strong> on this acquisition and long live the conditional!</p> <p>Video presentation :<br /> <a href="https://youtu.be/79iADmg6sgw" target="_blank" rel="nofollow">https://youtu.be/79iADmg6sgw</a></p>

<p>Talk about social networking in your EFL class with this amazing resource which consists of three main sequences:</p> <ul> <li><strong>Dangers</strong> of social networks</li> <li><strong>Usefulness</strong> and <strong>influence</strong> of social networks</li> <li>Social networks and the professional world</li> </ul> <p>This educational sheet consists of a PDF for <strong>printing</strong>, an <strong>interactive PDF</strong> ( perfect for online EFL courses) and an <strong>animated</strong> and <strong>illustrated</strong> <strong>PowerPoint</strong>.</p> <p>Description:</p> <p>I. Dangers of social networks</p> <p>This sequence begins with a recording that presents the <strong>benefits of disconnection</strong>. Learners will need to understand the relationship between <strong>happiness</strong> and social networks.</p> <p>Then they will do an activity called <strong>“You are like them too”</strong>. This <strong>speaking</strong> consists of comparing the daily life of your students with some characters such as Laure, who says: "People who post themselves as a couple depress me, do you too?</p> <p>The first <strong>reading</strong> (tick chart) puts Laure in the spotlight. She wants to open an account on a social network for her cat. She is deciding between TikTok, Snapchat, Instagram and LinkedIn. The students will compare Laure’s <strong>criteria</strong> with the <strong>characteristics</strong> of the applications to give her the best option.</p> <p>The two final activities in this sequence are two speakings. On the one hand, the first one consists in <strong>advising</strong> several characters on the social network that would fit them best. On the other hand, there is a <strong>speed dating activity entitled “Social networks and me”</strong> which will involve learners taking turns to speak in an increasingly fluent way.</p> <p>II. Usefulness of social networks</p> <p>The learners in your EFL class will talk about social networking from a new perspective. They will start discussing the <strong>usefulness of social networks</strong> in different areas. The next stage is a listening which explains how social networks can help politicians win elections.</p> <p>The exercise is a reading in an <strong>article</strong> format that tells the story of a controversy that happened with the posting of a <strong>female politician</strong> on Instagram.</p> <p>After this article, the students will have to comment on 40 sentences of a <strong>poster</strong> entitled: <strong>“Good or bad things on social networks”</strong>. <em>There are other activities that I invite you to discover by acquiring this resource.</em></p> <p>III. Social networks and the professional world</p> <p>Social networks have become a must for <strong>job searching</strong>! This is the subject of document.</p> <p>The rest will focus on the <strong>digital reputation</strong> with 3 oral activities: <strong>“Should he be dismissed?”</strong> which presents several behaviours on social networks, the learners will have to say if it deserves a dismissal or not. Also, the original activity: <strong>“my digital reputation”</strong> which aims to advise Laure. Laure needs advice because she <strong>lost her job</strong> because of one publication. They will have to choose a profile and give <strong>tips</strong> to follow to avoid being fired.</p> <p>You will finish with a b and vocabulary with practice exercises.</p> <p>Transcripts and corrections available.</p>

<p>Talk about <strong>health</strong> with this educational resource for your <strong>A2/B1 FLE</strong>. This sheet is available in <strong>PDF</strong> format (a printable PDF and an interactive PDF) and in <strong>Powerpoint</strong> format. It includes the following things:</p> <ul> <li> <p><strong>3 listenings.</strong> The first talks about the <strong>effects of alcohol</strong> on our health and breaks down urban legends. The second explains the <strong>Coronavirus</strong> to children and tries to calm them down. And finally, the last one presents the <strong>pain</strong> of a disabled child desperate to go to school.</p> </li> <li> <p><strong>Two readings.</strong> A text that tells the <strong>story of a liar</strong> who goes wrong. And another that puts learners in a <strong>situation</strong> to choose the best hospital room.</p> </li> <li> <p><strong>An original activity: the advice game</strong>. A person is ill , your students will have to put together pieces of sentences to <strong>form tips</strong>. However, all the tips <strong>must be different.</strong></p> </li> <li> <p><strong>Interaction exercises</strong>. Your students will work in pairs and try to <strong>find a solution to health-related problems</strong> (similar to exercise 2 of DELF B1).</p> </li> <li> <p>A little <strong>grammar reminder</strong> with an exercise to explain how to express pain.</p> </li> <li> <p>An <strong>oral production</strong> “the visit to the doctor”: using a poster with some useful expressions, your students will have to <strong>simulate a visit to the doctor</strong> using a profile they have chosen.</p> </li> <li> <p>A <strong>debate</strong>: “good or bad idea”. The objective of this activity is to <strong>get opinions</strong> and to justify them on quotes related to the life of disabled people.</p> </li> <li> <p>An <strong>exchange of points of view</strong> on what really matters for everyone’s health.</p> </li> <li> <p>A <strong>vocabulary sheet + exercises</strong> (fill-in-the-blank sentences).</p> </li> <li> <p>All <strong>corrections</strong>.</p> </li> <li> <p><strong>Qr codes</strong> to access the <strong>audios</strong> and <strong>transcripts</strong>.</p> </li> </ul> <p>That’s all. If you have any doubt, I am available to answer and help you.</p> <p>Abdou.</p>

<p><strong>New technologies</strong> are everywhere, including in our FLE courses. With this educational resource your students will explore about this topic from <strong>four different point of view.</strong></p> <p>Namely:</p> <ul> <li><strong>Internet</strong> and <strong>5G</strong></li> <li>means of transport’s <strong>autonomy</strong></li> <li>machines that <strong>replace</strong> humans at work</li> <li><strong>videogames</strong> and their benefits</li> </ul> <p>This resource is available in <strong>PDF format for printing</strong>, <strong>clickable PDF</strong> (for online or tablet courses) and ilustrated and animated <strong>PowerPoint</strong>.</p> <p><strong>Description</strong></p> <p>Firstly, you wil see the rather controversial topic of 5G. The reason why people were opposed to it and which health hazards are. Your students will be invited to work with this topic in different ways, giving their opinions and expressing their preferences. All these activities will be followed by a debate: “Better with or without Internet?”. Two opinions will have to oppose to each other and illustrate their different points of view.</p> <p>Secondly, students will address the topic of autonomy of some machines such as the lorry or the car. They wil see that new techologies will make that several jobs dissapear. An oral expression will make them aware that they are partially responsible for the techonological unemployment with their daily actions.</p> <p>As opposed to the second sequence, this will defend new technologies. It will<br /> focus on historic facts that prove that new technologies are not dangerous for employment. On the contrary. Machines must work with people. That’s what the future is all about!</p> <p>Finally, this sequence will deal with the topic of videogames and particularly the Wii fit and what it can provide. An original presentation will also be made to the whole class.  The aim will be to introduce some video games to the school. Each game has its own interest for young people and the administration.</p> <p>We will finish this topic with a vocabulary sheet about new technologies that contain practical exercises. You will also be offered a bonus, « techno-boo» game. This game takes all the vocabulary words seen during the course and makes them into a taboo. I present it to you on the video.</p> <p><strong>This description presents only half of the available activities.</strong><br /> I will let you discover the rest. This resource is not a part of the 25 cards on sale, but if you want a 40% off, you have to suscribe!</p> <p>See you soon!</p>

<p><strong>Biodiversity</strong> refers to the variety of life forms on Earth. I suggest you talk about this in your French language class. But not only that. You will also and especially be dealing with the theme of <strong>ecology</strong>. This resource is available in <strong>three formats.</strong> A <strong>PDF for printing</strong>. A <strong>clickable PDF</strong> for online courses or for those who want to follow it with a computer or tablet. Lastly, in <strong>animated and illustrated PowerPoint</strong> format to facilitate your great FLE course. This educational sheet is divided into 3 sub-sections which I will briefly present to you below.</p> <p><strong>BIODIVERSITY</strong></p> <p>This sequence focuses principally on <strong>endangered species</strong>. More specifically, on the <strong>wolf</strong>. For several years now, their <strong>natural habitat</strong> has been steadily diminishing due to intensive intensive farming. It is an endangered species that is much talked about because it attacks <strong>farmers’ herds</strong> (stealing territory). In this sequence, there will be an <strong>oral comprehension</strong> that talks about <strong>wolf attacks</strong>. The last comprehension exercise of biodiversity is a <strong>dynamic reading comprehension</strong> which is a real awareness of ecological fragmentation. A <strong>reading comprehension</strong> (table) that aims to select which species to save. And several <strong>original activities</strong> that will get the whole class talking.</p> <p><strong>DIGITAL POLLUTION</strong></p> <p>Few people know it, but the <strong>Internet is a huge polluter</strong> and has a negative<br /> effect on the environment. This is the topic of the listening comprehension in this sequence. It presents the<strong>problems and solutions against digital pollution</strong>. This sequence will be followed by several <strong>animated oral productions</strong> led by Mathis and José (two people with different lifestyles). The idea will be to <strong>comment on a debate</strong> between them. Each of them will say relevant sentences related to ecology and biodiversity, and students will have to prove one of them right by justifying themselves. Students will also discover their lifestyle and try to deduce who has the biggest… I’m talking about the <strong>ecological footprint!</strong></p> <p><strong>ECOLOGY PUNITIVE</strong></p> <p>The last sequence begins with an <strong>original document</strong> that presents the initiative of the city of London, which charges its car drivers to access the city centre, in order to combat pollution. This activity will be followed by an <strong>oral production</strong>:<strong>“to fight against pollution…”.</strong> It is a poster that proposes several solutions, some of them are more punitive than others. Finally, a <strong>reading comprehension</strong> will be carried out. It presents Anne Hidalgo’s initiative:<strong>“Paris without a car”</strong> or rather how to get around during this day.</p> <p><strong>TO FINISH</strong></p> <p>This EFL resource ends with a list of vocabulary and practical exercises. There is also a writing to be completed using the vocabulary and the poster.</p>

<p>Discussing <strong>consumption</strong> in a FLE course with A2/B1 students is not easy. Fortunately, this sheet exists! It will help your learners to tackle this subject in an <strong>original</strong> and <strong>fun</strong> way!</p> <p>The comprehension and production <strong>objectives</strong> achieved by your students will be numerous!</p> <p><strong>Compréhension about consumption:</strong><br /> In this worksheet, your students will have to do <strong>three listenings</strong> . Firstly, an audio document introducing <strong>locavorism</strong> and its origins. Secondly, a recording that discusses the restrictions of the term “<strong>fresh products</strong>” on packaging.  And finally, a report that presents the French <strong>luxury</strong> market. Who are the luxury consumers? How is luxury consumption in France? Everything will be discussed.</p> <p>This educational resource also includes <strong>two readings</strong>! The first is an article about the benefits and harmful effects of eating <strong>frozen food</strong>! The second is a <strong>table</strong> to be filled in to help a complicated consumer to choose between different market stalls. Everything should match their criteria.</p> <p><strong>Productions about consumption</strong></p> <p>As always in our FLE resources, there is a lot to talk about for hours and hours. But in what way? First, before each original document, an introduction will be made. In addition, there will be several original activities and debates:</p> <ul> <li><strong>Debate</strong>/reaction on the <strong>debility of certain acts</strong> committed by locavores.</li> <li>A <strong>debate</strong> on the <strong>value of things</strong> by putting oneself in the shoes of a millionaire on the one hand, and in the shoes of a cheapskate on the other. The aim here is to justify two consumer preferences for similar objects with completely different prices.</li> <li><strong>Presentation</strong> of a local product following a precise framework that will make the learners’ speech more <strong>fluid</strong> and <strong>convincing</strong>.</li> <li><strong>Exchange</strong> between learners to <strong>compare consumption patterns</strong> and vote for the most responsible consumer in the class.</li> <li><strong>Expressing</strong> <strong>agreement</strong> or <strong>disagreement</strong> with the opinions of some customers who do not like fresh products.</li> <li><strong>40 questions</strong> for learners to answer with each other or with you, the super teacher!</li> <li>A <strong>writing</strong> to bring a <strong>positive change</strong> in someone.</li> </ul> <p>Not to mention all the <strong>vocabulary</strong> that will be listed with practical exercises between each section. There is also a game to laugh at.  It’s a game of 48 cards to be cut out and laminated called the “conso-boo”.</p> <p>As usual, all <strong>corrections</strong>, <strong>QR codes</strong> and <strong>transcripts</strong>!</p> <p>If you haven’t already done so, subscribe!<br /> Have fun, see you soon!</p> <p>Abdou.</p>

<p>Teaching futures tenses in a <strong>funny</strong> and <strong>dynamic</strong> way has never been easier. This GRAMIZZ is formed with a file in <strong>PDF</strong> format for printing, <strong>clickable PDF</strong> (for online courses) and an <strong>ilustrated</strong> and animated <strong>PowerPoint</strong>.</p> <p><strong>Description</strong><br /> <strong>Futur proche : A1 and +</strong><br /> First and foremost, your students will see <strong>why</strong> in french we use the futur proche.</p> <p>Afterward they will understand <strong>how</strong> to use it with a correct grammatical <strong>structure</strong>. The structures seen will concern the <strong>affirmative</strong> and <strong>negative</strong> forms. Negation is pretty special for compound tenses. In order to make sure that the theory is understood by everybody, a** practical exercise** will be done to ensure a good understanding.</p> <p><strong>The game of futur proche:</strong><br /> To finish, students will play to the game of FUTUR PROCHE. It is a card game (it can be played online) that will allow to students to systematically <strong>pronounce</strong> sentences in futur proche.<br /> Once all these tasks have been completed, this time will not be secrets for them.<br /> <strong>The futur simple:</strong><br /> Students will see <strong>when</strong> they need to use the <strong>futur simple</strong>. But they will also understand <strong>when</strong> they need to use the futur simple and the futur proche according to the <strong>context</strong>.They will see the theoretical part of these choices with a <strong>multiple choice</strong>*. The practical part will be done with the help of the exercise <strong>“futur proche or simple future”.</strong></p> <p><strong>The game of futur simple A1 and +</strong><br /> There is nothing better than a <strong>game</strong> to assimilate a grammar rule. This game consists of <strong>telling a story</strong> with certain constraints that will guide the story and ensure <strong>maximum attention</strong> from the learners who will listen to the story.<br /> <strong>Futur antérieur: B1 and +</strong></p> <p>It is a tense which is less used than the others in French but it is very important. The structure of this lesson is the same.  <strong>Theory, practice and play.</strong>  It will also be a <strong>card game</strong>, but only the teacher holds the cards. The aim of this game is to imagine <strong>logical beginnings</strong> or <strong>endings</strong> for certain sentences. Students must made a proof of <strong>calm</strong> and <strong>imagination</strong>.</p> <p>As far as homework is concerned, students will have <strong>exercises</strong> to complete a kind of reminder of everything that has been done in class.</p> <p>If you have any question, you can <strong>comment</strong> this post. This resource is not part of the 25 cards on sale.</p> <p>If you want to obtain a 40 % off in this resource, suscribe!</p> <p>See you!</p>

<p>How to approach the topic of <strong>cuisine</strong> with your learners by giving them all the tools they need to <strong>order</strong> in a restaurant, present a <strong>recipe</strong> and much more. Everything is in <strong>PDF</strong> (clickable and printable) and <strong>PowerPoint</strong> (illustrated and animated) format.</p> <p><strong>Description</strong></p> <p><strong>Cuisine</strong> and <strong>restaurants</strong> in FLE lessons. More than <strong>20 activities</strong> for your <strong>A2 / B1 level</strong> learners. Thanks to this sheet, the world of gastronomy will no longer have any secrets for them.</p> <p><strong>Comprehension about cuisine :</strong><br />  Several comprehension exercises will be done with this sheet.</p> <p>Oral comprehension :</p> <ul> <li>Understand a document that presents a concept that delivers **fresh products to cook at home.</li> <li>Listen to an audio document presenting th<strong>e restaurant of a great French starred chef “Philippe Etchebest”</strong>.</li> <li>Watch a report that compares <strong>two places to buy your kitchen.</strong></li> </ul> <p>Reading:</p> <ul> <li>Five friends are looking for a restaurant to go to, but there is an organic eater, an allergy sufferer, etc. The aim is to <strong>fill in tables</strong> to choose a restaurant that matches their criteria. The aim will be to fill in tables to be able to choose the restaurant <strong>that matches their criteria.</strong></li> <li>Read an article with a <strong>polemical</strong> tone and answer questions. This article is about a <strong>dwarf</strong> who can’t get into cookery school because of his small size.</li> </ul> <p><strong>Productions about cuisine :</strong><br /> The <strong>oral productions</strong> will make your learners speak in a variety of ways.</p> <ul> <li>Addressing each topic covered by the original documents with introductions that can often generate <strong>debate</strong>.</li> <li><strong>Present a recipe</strong> using vocabulary and ingredients chosen at random with the <strong>“My Rutabago Box”</strong> activity.</li> <li>A <strong>game</strong> that consists of <strong>miming</strong> actions related to cooking.</li> <li>A <strong>“food and me”</strong> activity to get learners talking to each other about their <strong>food preferences</strong>.</li> <li>The <strong>“at the restaurant”</strong> activity, which is a role play. Everyone has a specific diet and budget. The aim is to <strong>order food to the waiter</strong> with the help of the <strong>“useful phrases”</strong> document and for all the customers to be satisfied. The waiter will be the only person to see the composition of the dishes (organic, vegan, allergies, no pork etc).</li> <li>An activity to talk about <strong>furnishing</strong> your ideal kitchen by answering some questions in a forum or in sub-groups.</li> <li>The activity: <strong>“the kitchen rescuers”</strong> whose objective will be to present a kitchen fitted out for people suffering from a disability that prevents them from cooking. For example: <em>the kitchen of a blind person</em>. The sub-groups of learners present it by filling in a framework.</li> <li>A nice <strong>poster</strong> with <strong>40 questions</strong> about cuisine and restaurants. These questions can be asked to the whole class or one-on-one with your learners.</li> <li>An <strong>essay</strong> to show an original project to your language school.</li> <li>A <strong>vocabulary list</strong> with several exercises.</li> </ul> <p>Corrections and transcripts are available!<br /> Thank you,<br /> Abdou</p>

<p><strong>Money</strong>, you either love it or you love it. This is the topic of this educational sheet for your <strong>B1</strong> or <strong>B2</strong> classes. This FLE resource is in <strong>PDF</strong> and <strong>PowerPoint</strong> format, directly downloadable after purchase.</p> <p>Several objectives will be achieved by your learners working on the <strong>four skills</strong>:</p> <p><strong>Comprehension objectives about money :</strong></p> <ul> <li>Understand an <strong>audio</strong> document that talks about the <strong>disappearance of cash</strong> and how people are adapting.</li> <li>Analyse a <strong>report</strong> about the <strong>consequences of a pandemic for small traders</strong> and the solutions offered to them.</li> <li>See a <strong>trailer</strong> of a film about a cheapskate and be able to <strong>summarise</strong> it. In this sequence, there will also be an oral comprehension that pays tribute to <strong>cheapskates</strong>.</li> <li>Listen to and understand an <strong>audio</strong> document that presents <strong>two women who have been living on the street</strong> for years.</li> <li>Read a text about poverty in France to answer questions related to this theme.</li> <li>Pronounce and understand money vocabulary with the help of a list and exercises.</li> </ul> <p><strong>Production objectives about money :</strong></p> <p>There are many production objectives about money, especially in oral form. Students will aim to:</p> <ul> <li><strong>Explain</strong> which <strong>method of payment</strong> they use depending on what they are buying.</li> <li>Express their <strong>opinion</strong> at the beginning and end of each original document.</li> <li>To <strong>give advice</strong> to traders hit by an epidemic by offering them solutions.</li> <li>To talk about their <strong>habits with money</strong> and to distinguish actions according to habits with the activity “stingy or frugal”.</li> <li>To <strong>react</strong> to certain hateful or rather polemical comments about the homeless.</li> <li>To comment on over <strong>40 quotes</strong> related to money.</li> <li><strong>Write an article</strong> about a particular experience with someone who is attached to money.<br /> As always, this sheet has all the <strong>corrections</strong>, the <strong>QR codes</strong> to access the audios and the transcription of each audio document.</li> </ul> <p>Congratulations in advance on this acquisition.</p>

<p><strong>All the activities needed to teach negation to your learners.</strong><br /> The following grammatical points are covered:</p> <ul> <li>General negation</li> <li>Negation for simple and compound tenses</li> <li>Negation with pronouns</li> <li>Negation with the adverb as subject</li> <li>Negation in the imperative is available here</li> </ul> <p>Three games to practice the structures learned:</p> <ul> <li>Game 1: The Prohibition Game</li> <li>Game 2: Say this sentence</li> <li>Game 3: The negative riddle<br /> Go for it! You and your students will have a good laugh and most importantly, you will teach negation in a relaxed and dynamic way.<br /> <strong>Negation</strong> explained in a simple, fun and effective way thanks to this GRAMIZZ which is a complete resource to teach this precise point of grammar. As you know, negation can take many forms. It can be a <strong>general negation</strong> for example: “ne pas fumer” or a <strong>specific negation</strong> towards someone like: “tu ne manges pas”. They will <strong>all be covered</strong> regardless of their nature. For each sequence concerning a form of negation, you will have to go through the theoretical aspect which consists in explaining which <strong>structure</strong> the negation must follow to be correct. Then you will go on to practice by doing some exercises to assimilate the <strong>theoretical rules</strong> seen before. After this practical step, negation will be much clearer for your students. Then it’s time to move on to the “super game”. In this educational resource you have three games that will allow your students to play while working on negation in a cooperative, funny and above all very effective way.<br /> <strong>Example of a game on negation:</strong><br /> You have a deck of <strong>40 cards</strong> called <strong>“say this sentence”</strong> on which it will be written: “je ne mange plus de pain” and the <strong>aim of the game will be to make a member of your team say this sentence</strong>, either by asking a question or by saying the opposite. For example, for this card I have to say “Tu manges encore du pain”. My team member will have to say the sentence on the card. However, sometimes <strong>it can be more complicated</strong>.  You may come across cards with negations in the past tense such as “Franck n’a rien dit hier” and you have to say "Franck a tout dit hier " or "Est-ce que Franck a dit quelque chose hier ?  ". You’ll also have two other great card games that are just as fun and useful for working on negation as a team and having a laugh. “The prohibition game” and “the negative guessing game”. This educational sheet is in <strong>PDF</strong> and <strong>PowerPoint</strong> format.If you teach online you will use an interactive PDF which will allow your learners to fill in the grammar rules and do the exercises directly from their computer, tablet or mobile phone without the need to print. That’s it for the GRAMIZZ which is about negation in all its forms.<br /> I hope you will enjoy it soon! I thank you in advance for your comment and we’ll see you soon for a new GRAMIZZ. <a href="https://youtu.be/_AG1gMNPGGM" target="_blank" rel="nofollow">https://youtu.be/_AG1gMNPGGM</a></li> </ul> <p>Abdou.</p>

<p><strong>Hobbies and passion</strong>s are what I propose to discuss with your A2 or B1 group. This educational sheet will allow your students to achieve several objectives that I am now presenting to you.</p> <p><strong>Objectives concerning comprehension :</strong><br /> In <strong>listening comprehension</strong>, they will be able to understand <strong>three audio</strong> documents about <strong>cinema</strong>, a rather <strong>zany passion</strong> and “useful <strong>hobbies</strong>”. These three listening comprehensions will be scored out of 25 points and will be followed by oral productions directly related to the exercises.</p> <p>Amongst these oral comprehensions you will find <strong>two written</strong> comprehensions. The first is an article about a collector and his daily life. The second is about a woman who is looking for a useful hobby. The students will have to relate her requirements to the different hobbies proposed (exercise 1 of DELF B1).</p> <p><strong>What should your students produce?</strong><br /> Thanks to this sheet, they will talk a lot! Either among themselves, in a forum or individually with you, after each exercise they will have all the resources to <strong>express themselves clearly about their hobbies and passions</strong>.</p> <p>But also:</p> <ul> <li>A presentation will be made as a group to help people make a living from their passion</li> <li>A discussion to talk about your hobbies following a simple structure</li> <li>A speed dating event to talk about your cinematic tastes</li> <li>An interaction exercise to propose an exit</li> <li>Giving clear answers to fairly open questions</li> </ul> <p>Finally, to put it all into practice, your learners should write an email to a friend who confuses hobbies with passion.</p> <p><strong>Vocabulary of hobbies :</strong><br /> It’s simple, at the beginning of this great FLE resource you’ll have <strong>thirty names of hobbies to link to pictures</strong>. Once this is finished, they will play a game to test their memory and an oral production that allows them to talk about hobbies. At the end, there will be a <strong>vocabulary list</strong> to say and <strong>exercises</strong> to practice the vocabulary they have learned.</p> <p>As usual :<br /> This FLE resource contains all the <strong>transcriptions</strong> of the audio documents, <strong>QR codes</strong> for direct access to the original documents and all the <strong>commented corrections.</strong><br /> I congratulate you in advance on this acquisition.</p>

<p>FLIPPIZZ MOBILE is a board game for EFL that will provide a great time for your learners.</p> <p>This board game is based on the knowledge of French culture, ecology and biodiversity. It is also based on the ability to quickly apply French grammatical rules and oral expression in a limited time. Panic will be present!</p> <p>A minimum of <strong>4 people</strong> (two teams of two) and a <strong>maximum of 16</strong> are needed. The aim of the game is to be the first to tick the <strong>5 signs</strong> on the “scorecard”. To tick one of these boxes you will have to take on several challenges, which I present in this <a target="_blank" rel="nofollow">video</a>.</p> <p>To mark a square, you must land on one of the circles in the centre surrounding the start. For example, you land on the circle with your hand, draw a card with its design on the back. You will have 30 seconds to mime.</p> <p>To play, you will need:</p> <ul> <li>The <strong>game board</strong></li> <li>The <strong>cards cut</strong> and <strong>sorted</strong></li> <li><strong>1 dice</strong></li> <li>The <strong>“keep track of your points”</strong> sheet</li> <li>A <strong>pen/ crayon</strong> and a <strong>paper</strong></li> <li>An <strong>hourglass</strong> (30 seconds) or a stopwatch</li> <li><strong>Counters</strong></li> </ul> <p>Categories:</p> <ul> <li><strong>Question</strong>: you are <strong>asked a question</strong>. If you answer incorrectly, you lose and skip your turn. If you get it right, you roll the dice again.</li> <li><strong>Guessing words:</strong> in A2/B1, you only have to <strong>guess one word</strong>, but in B2 and above you have to <strong>guess both words</strong>. You can use as many words as you like, but no gestures! If the team guesses everything in less than 30 seconds, roll the dice again.</li> <li><strong>Drawing</strong>: you have to <strong>draw</strong> an object without speaking, your team has to guess it. They will make a <strong>maximum of two suggestions</strong>. If none of them are correct, you pass your turn. If it is correct, roll the dice again.</li> <li><strong>Mime</strong>: you must <strong>mime</strong> the action. In A2 and B1, you can make a noise and the answer must be <strong>similar</strong> to what is written. In B2 and above, you cannot make a noise and the team <strong>must guess exactly</strong> what is written. The team will have <strong>two opportunities</strong>.</li> <li><strong>Grammar</strong>: <strong>read the instructions out loud</strong>. <strong>Make sure everyone understands the exercise.</strong> Start the stopwatch and begin the exercise. Only the “imperative cards” should last one minute. <em>If the grammar point is not suitable for your level, draw another.</em></li> <li><strong>Challenge card:</strong> this card is a test that <strong>pits the teams against each other</strong>. If the team that decides to launch the duel wins, it can go to the black square of its choice; on the other hand, if it loses, it will offer two rounds in a row to the opposing team.</li> </ul> <p>How to start?</p> <p>Each player must place their <strong>piece</strong> in the centre. The teams roll the dice, <strong>the highest scorer starts and moves his pawn as many squares in the direction indicated by the start</strong>.</p> <p>How to win?</p> <p>When one of the teams has ticked all squares, they have to go back to the square in the centre of the game and the other team proposes a category.<br /> If you answer correctly, you’ve just won!</p>

<p>Teach the <strong>présent de l’indicatif</strong> in a fun way with this complete GRAMIZZ. With this resource you can explain the <strong>theory</strong> in a dynamic way. Your learners will be able to practice the present with a <strong>wide range of exercises</strong>. Finally, your whole class will be able to play <strong>5 great games</strong> to learn the grammar rules.</p> <p>Laughs &amp; learning guaranteed!</p>

<p>How to talk about work in FLE A2/B1 lessons? This complete sheet will let you to cover the four skills with a variety of objectives. It is available in PDF format for printing, interactive PDF and PowerPoint.</p> <p>The objectives in terms of <strong>comprehension</strong> are the following:</p> <ul> <li> <p><strong>Understanding audio and audiovisual materials.</strong> There are three documents that approach work from different perspectives. The first one talks about the <strong>precariousness</strong> of the Deliveroo platform’s delivery workers, the second one about the difficulty that <strong>older people</strong> have to find work now (and since the 70’s) and the last one talks about <strong>artificial intelligence</strong> and what might happen to work in the future.</p> </li> <li> <p><strong>Understanding several written documents:</strong> an article about <strong>young graduates</strong> and how easy it is to find a job. The next one will aim to understand four classified <strong>announcements</strong> and to link them with the <strong>profile</strong> of a candidate (exercise similar to DELF B1 exercise 1 of reading comprehension).</p> </li> <li> <p>Understand the <strong>vocabulary</strong> and <strong>know how to use</strong> it through practical exercises.</p> </li> </ul> <p>At the level of <strong>grammar</strong>, they will make a point about the <strong>gender of professions.</strong> The aim of this point will be to understand, with a theory and two practical exercises, <strong>how to change from masculine to feminine for professions</strong>. The job game included in this sheet will be used to reinforce the skills acquired.</p> <p>The objectives for <strong>oral production</strong> are the following:</p> <ul> <li> <p>Simulate a <strong>job interview</strong> by asking and answering the most common questions.</p> </li> <li> <p><strong>Give your opinion</strong> on each topic covered by the audio documents.</p> </li> <li> <p><strong>Give directions</strong> to an employee.</p> </li> <li> <p>Express <strong>agreement</strong> or <strong>disagreement</strong> with new technologies.</p> </li> <li> <p>Express <strong>personal preference</strong> for work in generally.</p> </li> <li> <p>Give its opinion in <strong>writing</strong> on a rather questionable decision.</p> </li> </ul> <p>All <strong>audio documents</strong> and <strong>transcripts</strong> will be accessible through <strong>QR codes</strong> or by <strong>clicking</strong> on them for the interactive PDF.</p> <p>See you soon, if you have any questions go ahead!</p>