Aimed at Yr9s 3 lesson of 50 min / 1 hour each practicing vocabulary about getting along with family members and justifiying why. Leads up to a writing task. Lesson 1: revision / practice of expressions such as I get along well with, I quarrel with… Lesson 2: Reflexive ER verbs conjugation in the present tense + Revision of adjectives as justification of how well people get along Lesson 3: Translation exercise of a written model to lead to a writing task.

Aimed at Yr9s 3 lessons of 50 min / 1 hour each building up students knowledge up to a conversation / role play to organise a meeting, with prompt cards. Lesson 1: Preposition + some places in town + some times (taught as chunk) Lesson 2: Revision of means of transport to be able to say how to go there and who with. Lesson 3: Put all together and speaking practice.

3 lessons of 50 min / 1 hour each Lesson 1: activities to do with friends Lesson 2: Revision of ER present tense conjugation with verbs from lesson 1 Lesson 3: What makes a good friend (revision of adjective and introduction / practice of higher sentences).

Aimed at Yr10s Higher set. 4 lessons of 50 min / 1 hour covering information to have a conversation in a visitor information center. Lesson 1: basic new vocabulary (open/close…) and writing out sentences using je voudrais/ j’aimerais etc… Lesson 2: Higher version of I would like “je ne veux pas manquer/ je tiens à visiter…” and text (listening first) study to practice the new vocabulary. Lesson 3: Asking questions (grammar point) and listening practice of conversations. Lesson 4: Speaking practice based on ads (basis for this lesson found on TES). Some of the slides have been found on TES from other users and have been adapted to this lesson.

Aimed at Yr10 Foundation/Bottom Sets. 3 lessons of 50 min/ 1 hour each covering what there is(n’t) in a city and directions. Lesson 1: What there is and isn’t in your city (+ un/une/des or negative + de) Lesson 2: Direction practice Lesson 3: Grammar point: the imperative + speaking practice/game on directions.

A lesson aimed at a Yr9 class, recaping TV shows and adding comparatives. Lesson 1: Recap of TV shows (focus on gender) Study of the comparative burger Practice of comparison with scaffolded activities (sentence puzzle to guide, then translation,…). Lesson 2: Introduction and practice of some new vocab to justify their opinion. Je ne rate jamais J’apprends beaucoup J’aime bien l’animateur Mon émission préférée c’est… Les acteurs sont très doués Le scénario est passionnant Je regarde cette série en streaming Regarder la télé en direct Lesson 3: Practice of Lesson 1 and 2 together, leading to the exit ticket.

Lesson aimed at a higher set of Yr11s and covering the vocabulary needed to book a hotel room (included showers, single/double bed, etc…) and covering the grammar point of nous vs on (useful for the 28 mark formal essay). A four-hour lesson. Lesson 1: Covering vocabulary of hotel rooms and introducing sentences with “nous” and “on”, as well as “avec” and “sans”. Lesson 2: Practicing the verb loger in several tenses and practicing the vocab seen in Lesson 1 with a reading talking about several hotels. Adding other vocab such as “petit-déjeuner inclus” “nos chambres modernes vous attendent” (seen as chunks). Lesson 3: Focus on “on” vs “nous” in the present tense (verb endings) Lesson 4: Study of a listening (conversation to book a room) followed by a speaking based on the questions of the listening. Students are given a card with information in English about the room they want to book and are asked to play out the role play.

Lesson aimed at a lower set of Yr11s and covering the vocabulary needed to book a hotel room (included showers, single/double bed, etc…) and covering the grammar point of nous vs on (useful for the 28 mark formal essay). A four-hour lesson. Lesson 1: Covering vocabulary of hotel rooms, and use of several games to enhance memory, before introducing sentences with “nous” and “on”, as well as “avec” and “sans”. Lesson 2: Practicing the vocab seen in Lesson 1 with a reading talking about several hotels. Introducing the grammar point of “on” vs “nous”. Lesson 3: Study of a listening (conversation to book a room) to pre empt questions used in a made up role play. Lesson 4: Students are given a card with information in English about the room they want to book and are asked to play out the role play.

Lesson covering sports we play and we do and putting them in a sentence with present tense + since. Extension: the pronoun “y” (j’y joue depuis trois ans). 3 lessons of 50 min / an hour each. Lesson 1: Recap of sports you play (with correct au / à la / aux), whole paradigm of verb “jouer” in the present tense Lesson 2: Study of since in sentences + grammar point Lesson 3: More practice in the content of lesson 1 and lesson 2 and adding higher opinion about doing sports such as “je décompresse”.

Lesson aimed at Yr9 students covering sports you do and instruments, justification as to how those hobbies are beneficial and with the use of the pronoun “en” and since. I have paired them up together as both categories use “du / de la / des” and have “en” as a pronoun. 3 lesson of an hour each. Lesson 1: Revision of sports (play) + adding instruments. Grammar point: du / de la / des with the instruments and introduction of “j’en joue” (based on prior learning “j’y joue”). Lesson 2: Recap of sports we do + j’en fais. Then practice of sports (play) + j’y joue depuis; instruments + j’en joue depuis and adding sports (do) + j’en fais depuis… Lesson 3: Practice of since with production by the student (translation to French). Practice of opinion justifications such as “j’oublie mes soucis”, “c’est bon pour le corps et l’esprit”.

Lesson aimed at a Yr9 group, covering the vocab of books, books genre and reading (including opinions). Also covers the negative sentence in this context. Two lesson of an hour each. Lesson 1: recaps book genre and studying them into context with opinion and negative sentences. Lesson 2 two possibilities, both included): Both lesson starts with the study of the negative sentence (with pas, plus and jamais). Both lesson then introduce vocab to argue for or against paper books / ebooks, and then study them in the context of a reading (one uses resources from a manual, whereas the other uses a frame used to write across all topics).

4 lessons of 50 min / 1 hour each. Lesson 1: revision of Passé composé of ER verbs (and mix with present tense) for the first person singular (je line). Lesson 2: Revision of Avoir auxiliary to extend the conjugation + game to revise irregulars (j’ai lu / vu / cru, etc…). Lesson 3: Study of a text known to the students (from Une sortie) to find the time markers and verbs. Lesson 4: Writing task in the past tense (can be used in lessons later to re write in 3 tenses) with extension on how to improve the sentences (sequencers, intensifiers, time markers,…)

Aimed at Yr9s Based on the Studio lesson “Une sortie” to make a practice lesson on the 3 tenses (present, perfect tense, near future). 4 lessons of 50 min / 1 hour each. Lesson 1: Revision of text (perfect tense) seen in previous lessons on which the 3 tenses practice will be based. Lesson 2: Analysis of the text rewritten in present tense and near future. Finding the differences (time markers, verbs…) Lesson 3: Guided writing: (If not done already, write a sentence in the past tense). Rewrite your past tense sentence in the present tense and near future tense + how to improve your sentence. Lesson 4: Practice of the 3 tenses then free writing.

Aimed at Yr10 Foundation / Bottom sets. Lessons covering weather and activities in the simple future. 2 lessons of 50 min / 1 hour divided the following way: Lesson 1: introduction of weather in the simple future (finding out which one goes with the present tense - prior knowledge of the weather). Practice through games and listening task. Lesson 2: Full conjugation of simple future, practice of producing simple future with “je” and “on”.

A lesson covering the issues trigged by climate change and who caused them and why, starting with the weather (useful for extreme weather due to climate change). A three hour lesson. Lesson 1: recap of the weather in the simple future tense. Practice of the weather through a (made up) weather forecast report. Finishes with a past paper talking about the weather in the past tense (can they identify weather expressions in another tense)? Lesson 2: introduction of issues and students have to sort them into categories: caused by mankind vs natural disaster. Leads onto a speaking task where students have to argue their choice in French. Lesson 3: students start with a challenging reading exercise where they have to match up the environmental issue with a the corresponding paragraph explaining why it’s the biggest issue, according to the person talking. Leads to a listening to correct the exercise and ends with a writing bringing the three lessons together.

A lesson covering the issues trigged by climate change and who caused them and why, starting with the weather (useful for extreme weather due to climate change). A three hour lesson. Lesson 1: recap of the weather in the simple future tense. Practice of the weather through a (made up) weather forecast report. Finishes with a past paper talking about the weather in the past tense (can they identify weather expressions in another tense)? Lesson 2: introduction of issues and students have to sort them into categories: caused by mankind vs natural disaster. Leads onto a speaking task where students have to argue their choice in French. Lesson 3: students start with a challenging reading exercise where they have to match up the environmental issue with a the corresponding paragraph explaining why it’s the biggest issue, according to the person talking. Leads to a listening to correct the exercise and ends with a writing bringing the three lessons together.

This lesson is aimed at a higher set of Yr7 students, introducing the different types of houses (with BAGS adjectives - the adjectives that comes before the noun in French), then looking at rooms in the house. This lesson has been made with the New GCSE in mind (Edexcel). The lesson contains differentiated worksheets. This is a three hour lesson. Lesson 1: use of a Sentence Builder to practice sentence structures but also to practice liaison and pronunciation. Study of BAGS adjectives and review of adjective agreements. Lesson 2: looking at rooms in the house (with floors). SB to support independent practice. Study of a text around, first, the correct use of le/la/les then looking at the meaning through comprehension questions and replacing rooms on a drawing. Leads to a writing. Lesson 3: recap of rooms. Didactisation of a video (FLE) of one teenager taking another friend on a tour of her flat. Prediction activities and comprehension questions to support completion and success in this activity.

Lesson aimed at a mixed ability group of Year 10s (mainly middle and higher attainers with some low attainers). It covers a writing frame and strategies to describe a picture, looks at the markscheme (original + simplified version) and ends on a peer assessed speaking activity. Based on a past paper. Included is a pack to print and give out to students with the writing frame and useful vocab. A three to four hour lesson (heavily based on modeling and “I do, we do, you do” model). Lesson 1: Introduction of the picture description with a description to correct (using the vocab from the pack). Based on the study of this model, students write their own description of another picture. Lesson 2: Study of the bullet points (translation + match the sentence that would answer each bullet points - with odd ones out). Study of the original markscheme and introduction of a simplified one for the students to use. Lesson 3: Marking of the answers from the previous activity based on the simplified mark scheme. Modeling (you can write your own using the thinking aloud technique then reveal the answers written already or go straight to the answers already written). Once the model for each question has been studied / discussed, only the sentence starters remain on the board. Students write their own answer. 5 to 7 minutes to learn them in silence (could be done in a new lesson or as homework). ** Lesson 4:** Students re write their answers on a new piece of paper (with or without sentence starters). They are allowed two questions per student, materialised by joker cards on their worksheet (you cross the card once they have asked you their question). Presentation of the peer assessed activity (looking at a teacher picture card task and prompting). Peer assessment using the simplified mark scheme.