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”.

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.

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.

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.

Lesson aimed at a lower set of Yr11s and covering the problems that can happen on holidays (dirty hotel, lost items, broken limbs…) and what they had to do. A four-hour lesson. Lesson 1: Practice of ER verbs at the first person singular in the perfect tense, present tense, near future, future. Leads to mwb activity and a translation involving several tenses. Lesson 2: Introduction of various problem that happened during the holidays through reading (with reading / translation strategies). Practice through listening / translation. Lesson 3: Practice of previously introduced sentences (j’ai perdu mon passport) in a translation (extension: writing) and listening. Quick look into the imperfect tense to describe (c’était, il y avait…), then focus on vocabulary related to problems in a hotel (with recap of prior hotel vocab). Lesson 4: Vocab recap through translation game. Leads to a guided writing that includes vocabulary and tenses of the whole lesson. Leads to an open question writing.

Lesson aimed to a Year 10 class for higher students, covering countries, preposition “en”, “au” and “aux”. A 6 hour lesson: Lesson 1: Countries + work on the correct preposition. Lesson 2: Transports + accomodation Lesson 3: Conditionnal + practice with set phrases “je voyagerais”, “je resterais” Lesson 4: Holidays routine (present tense) + adding conditional Lesson 5: Conditional practice with model phrases Lesson 6: More practice of the conditional and reflexive verbs

Lesson aimed at a higher set of Yr11s and covering the vocabulary of transports, leading to a role play on booking your own train ticket and giving your opinion on which means of transport you would rather travel in, using comparatives. A four-hour lesson. Lesson 1: Starts with chunks of sentences to do with transports (plane, car, train) such as “quai”, “guichet”, “aéroport” then revises the sentence structure “il faut + inf” (eg il faut montrer son passeport à la douane". Study of a challenging gap fill listening / reading through 4 activities exploring listening and reading strategies. Lesson 2: Study of questions of a ticket booking, model through a listening. Leads to a role play where each student has a different train ticket that they want to buy with different information on them (destination, time, platform number, single / return, etc…). Lesson 3: Study of 12 sentences with different tenses and the verb “voyager”. Recap of the comparative structure. Lesson 4: Recap of comparative and adding justifications as to why one transport has their preference over another. Leads to a guided writing.

Lesson aimed to a lower set Yr10 group covering the vocabulary of holidays activities in the present tense, then in the perfect tense (including reflexive verbs). A five-hour lesson: Lesson 1: Conjugation activities, conjugating ER verbs at the first person singular in the perfect tense, present tense, near future, future and conditional. Leads to a mwb activity mixing tenses and a translation to French mixing tenses. Lesson 2: Focus on the twelve holidays activities, tasks supporting memory, leads up to a guided writing. Lesson 3: Focus on the beginning of the activities (mostly je vais / je fais / je me). Other activities supporting memory. Lesson 4: Looking at particular past tenses (je suis allée /j’ai fait / je me suis…) and application to the holidays activities. Practice of present tense and past tense through a listening (differentiation worksheets available). Lesson 5: Leads to a writing and a speaking practice.

Lesson aimed at a higher set of Yr11s and covering the vocabulary of food (recap), how to order food and take orders, and give your opinion about food. A four-hour lesson. Lesson 1: Tenses practice with “avoir” (imperfect, perfect tense, present tense, near future, and future). Leads to a mwb activity then a translation mixing tenses with the following expressions: avoir faim avoir soif avoir besoin de avoir envie de Lesson 2: Practice of vocab related to food and restaurant. Study of key verbs “je mange” / “je bois” / 'je prends". Practice of the grammar point “some” Lesson 3: Focus on giving your opinion of a restaurant outing, with the help of a sentence builder. Practice through a reading (differentiated worksheets) and a listening. Lesson 4: Students create their own menu. Work on a role play to go order at their “classmates’ restaurant”. Writing a Trip advisor review for their classmates’ restaurant, giving their opinion.

Lesson aimed at a higher set of Yr11s and covering the problems that can happen on holidays (dirty hotel, lost items, broken limbs…) and what they had to do. A four-hour lesson. Lesson 1: Practice of ER verbs at the first person singular in the perfect tense, present tense, near future, future, conditional. Leads to mwb activity and a translation involving several tenses. Lesson 2: Introduction of various problem that happened during the holidays through reading. Practice through listening / translation. Lesson 3: Study and practice of the pluperfect (through a recap of the perfect tense first). Practice through reading, which requires students to make the difference between pluperfect and perfect tense. Lesson 4: Quick look into the imperfect tense to describe (c’était, il y avait…), then focus on vocabulary related to problems in a hotel. Leads to a guided writing that includes vocabulary and tenses of the whole lesson.

Lesson aimed at a higher set of Yr11s and covering the vocabulary of transports, leading to a role play on booking your own train ticket and giving your opinion on which means of transport you would rather travel in, using comparatives. A four-hour lesson. Lesson 1: Starts with chunks of sentences to do with transports (plane, car, train) such as “quai”, “guichet”, “aéroport” then introduces the discussion of a train ticket booking through a listening. Lesson 2: Study of questions of a ticket booking, model through a listening. Leads to a role play where each student has a different train ticket that they want to buy with different information on them (destination, time, platform number, single / return, etc…). Lesson 3: Study of 12 sentences with different tenses and the verb “voyager”. Recap of the comparative structure. Lesson 4: Recap of comparative and adding justifications as to why one transport has their preference over another. Leads to a guided writing.

Lesson aimed at a higher set of Yr11s and covering the vocabulary of food (recap), how to order food and take orders, and give your opinion about food. A four-hour lesson. Lesson 1: Tenses practice with “avoir” (imperfect, perfect tense, present tense, near future, future and conditional). Leads to a mwb activity then a translation mixing tenses with the following expressions: avoir faim avoir soif avoir besoin de avoir envie de Lesson 2: Practice of a dialog in a restaurant. Practice through translation of key sentences, reading and listening (differentiated worksheets available for the whole class to access the activity). Lesson 3: Focus on giving your opinion of a restaurant outing, with the help of a sentence builder. Practice through a reading (differentiated worksheets) and another reading with open answer questions. Lesson 4: Students create their own menu. Work on a role play to go order at their “classmates’ restaurant”. Writing a Trip advisor review for their classmates’ restaurant, giving their opinion.

Lesson covering vocabulary related to TV shows as well as higher opinions, with adjective agreement eg: ça m’intéresserait de regarder les émissions de télé-réalité parce qu’elles sont amusantes. Lesson 1: Recap of TV shows from Yr8, recaping and adding higher opinions. Lesson 2: Study of adjective agreements in the context of justified opinions. Lesson 3: Leads to a guided writing where students use higher opinions and adjective agreement to describe tastes in TV shows. Lesson 4: Speaking practice mixing present tense, opinion + infinitive and past tense.

Aimed at Yr11 Foundation sets covering jobs and sectors and aiming to extend the number of details mentioned about why we like / dislike a job we would(n’t) like to do (where we would work, who with, etc…) The activities are differentiated. 2 lessons of 1 hour each (lesson 1 has the potential to be 2 lessons). Lesson 1: Pratice of new vocab through the game “Quiz Quiz Trade” then leads to sentence writing with the same structure repeated to support memorisation "Je voudrais être prof et je travaillerais dans une école avec des enfants. Listening, Speaking and writing around a survey with high sentence starters (ce qui t’intéresserait le plus… L’orientation qui t’attire le plus, ce serait un métier/poste dans…). The end writing is in the 3rd person singular and aim to be a practice run to answer the question “Qu’est-ce que tes parents font comme travail?” Lesson 2: Starter consists of 3 bullet points from past paper writing. Students have to translate the bullet point and choose the most appropriate response for each of them (revision of theme 2). 1st activity is a listening from a past paper (Foundation for now) to review recently seen vocab, recaping listening strategies. Sectors are introduced and drilled in through several games of Morpion (tic tac toe / noughts and crosses). Listening activity to practice. Leads to the practice writing (modelled by the teacher) of a bullet point from a past paper (Higher 20 mark from 2021). Check up the previous lesson (free) to see what to expect on this one: https://www.tes.com/teaching-resource/theme-4-french-jobs-higher-12906923

Lesson on future plans designed for a higher group of Yr11s. Explores the subjunctive (optional), imperfect infinitive (après avoir…) and recaps the simple future. See below for details. Lesson on future plans, designed for a lower set Yr11. Lesson of 1 hour that contains: Reading: starts with vocab presentation through a reading (finds synonym, helped with cognates and context to actively engage with the meaning of the vocabulary. Use of present tense sentences with value of future (J’espère + infinitive, J’ai envie de, je veux, j’ai l’intention de…) Reading: more complex reading, practicing the new vocab and exploring sequencers and introducing imperfect infinitives (après avoir fait… avant d’aller…) Grammar point (differentiated - more detail on PPT): Main point: perfect infinitive. Lower Prior Attainment + lower ability in the (top set) class: first revision of perfect tense through a worksheet that leads them to the practice of the perfect infinitive. Medium Prior Attainment + middle ability (in the top set class): practice of the perfect infinitive after the language presentation. Higher Prior Attainment + stretch (optional): after the language presentation on the perfect infinitives, language presentation on the subjunctive, first practice through questioning. Grammar point practice with mini-whiteboards (perfect infinitive + simple future OR perfect infinitive + subjunctive). Writing: Leads to a guided writing using sequencers and mix of tenses.