Pupils match job titles to descriptions. Extension activities included.

Worksheet on the topic of clothing designed for low ability Y8 groups to get on with independently during speaking assessment. Designed for a group who struggled to complete Linguascope sheets and Gianfranco Conti sheets in a cover lesson so needed something simpler.

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

A5 numbers (2 per page) as Powerpoint slides. In French and Spanish for classroom display (eg: as a border around the classroom)

Year 7 reading activity with three short texts including opinions and reasons. Could be suitable for cover work. Part 1 - match pictures to the texts. Part 2 - true or false.

A cover lesson introducing language for the photo card at AQA GCSE (for the 4-sentences writing task, and as a starting point for the speaking exam). This is for a low ability Y9 group. Covers: -il y a + nouns -il/elle est + height/build -il/elle a + hair description -il/elle a + basic clothing 4 pictures for students to describe.

Reading task based on Expo 2 Vert p62 but extended (I have added an extra text and broken down the activities more). This is for a low ability group so begins with the basics - recognising food words they have done and underlining them. Then they have to identify which person mentions which foods, and there are some extension questions for the more able in the group to move onto.

Description of 8 traditioanl French dishes to match to their names. Pupils will need to research the food items in order to work it out. Builds up to pupils writing their own paragraph to describe a food item. Aim to develop comprehension skills and learn some new vocabulary whilst gaining cultural knowledge about French food.

For Year 8 low ability group on pancake day. Links in with current module (just starting food and drink - Expo 2, Module 4) but includes some cultural aspects on la Chandeleur and Mardi gras. Main idea for resource (pictures and vocab) taken from another TES resource (http://www.tes.co.uk/teaching-resource/Les-cr-and-234-pes-6071144/) but I have added to it to keep my class busy for a whole lesson.

Knowledge Organisers for my Y9 curriculum, including: Revision and enhancement of Y7 basics (self, appearance, personality, family) in the guise of a Loft Story (Big Brother) themed project. Media, TV, film, leisure activities. Healthy Living Customs and Festivals Education and Future Career Plans The KOs are divided into Productive Language (what we teach students to say and write) and Receptive Language (mostly taken from the AQA specification list) which they need to understand for Reading and Listening but don’t necessarily need to use in their own work. The KOs can be used to structure lesson planning, as a sentence builder or scaffold for students during written/spoken tasks, and for setting homework (typically half a column per week for vocab tests). I hope you find these useful. Check out my other resources if you did. :)

Worksheet designed for low ability Y8 groups to get on with independently during speaking assessment. Designed for a group who struggled to complete Linguascope sheets and Gianfranco Conti sheets in a cover lesson so needed something simpler.

A lesson I have prepared for induction with Y6. Would also be suitable for a first Y7 lesson in September. 1) Asking and saying what your name is. 2) Quiz in groups - knowledge about Spain/Spanish-speaking countries. 3) Video clip to introduce greetings. 4) Que tal? + various responses Quiz is adapted from a resource a colleague sent me, so may have come from TES before.

Straightforward resource for presenting and practising key vocabulary. -Recap of some places in town (crossword). -muy/bastante/cerca/lejos -kilometros/minutos -andando/en coche etc. Aimed at low ability KS3.

2 lessons for a top set Y8 class doing Spanish once per week alongside French. Using mas...que, menos... que and tan... como. Some slides found on TES and adapted/added to my own resources, so not entirely my own.

Reflexive verbs for high ability Y9. Working towards a paragraph about a day in the life of a celebrity of their choice. Covers: -key infinitives -conjugation in present tense using mini-whiteboards to respond -sequencing an account with puis, ensuite, etc. -using reflexives in a range of tenses -advanced structures "avant de" + inf and "apres avoir" + pp

A cover lesson introducing language for the photo card at AQA GCSE (for the 4-sentences writing task, and as a starting point for the speaking exam). This is for a low ability Y9 group. Covers: -hay + nouns -es + height/build -tiene + hair description -lleva + basic clothing 4 pictures for students to describe.

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

Resources for a very low ability/low confidence class who have just started the FCSE French course. Most resources are suitable for/based on KS3. Covers: -countries (en/au/aux) -points of the compass and some Geography work -transport -some activities and opinions

Printable knowledge organisers for KS3 French. Can be used as a basis for SoW (ie: what content to cover), as a scaffold in lessons, and for independent learning (self-quizzing for homework). Productive KOs include verb phrases and key vocabulary that has been selected because it is transferable or is easy to say/spell in test conditions. Receptive KOs are at word level and contain key language taken from the AQA specification, aimed at exposing pupils to a wider range of this from KS3. Topics covered (so far) are: Food and drink Leisure/free time activities Pocket money, chores, jobs Going out in town Holidays There are also KOs on key verbs in 3 tenses, and on quality language/opinions to be used across all topics. Word loops are included for class retrieval practice of Food and Drink topic. Pupils aim to recall the translation of a word before the answers appear on the screen.

These word loops are intended for retrieval practice of vocabulary from the AQA GCSE Specification. They can be used in class for self-quizzing in the following ways: -Have the loop running as the class comes into the room. Students aim to shout out the English meaning of each word before it appears on the board. -Paired competition - in pairs, aim to be quicker than their partner to say the answer. Give a tally to whoever answers correctly each time. -Self-quiz memory challenge - students silently try to recall the English meaning of each word before it appears. If they are correct, give themselves a tally point. Total up at the end. Then repeat and aim for a new personal best. My aim is to have these produced for all units and drop them into lessons throughout the year so students are reminded of language from previous topics.