Use this PPT to introduce the sounds that common animals make. Essentially, it’s a way of using and practising the sound-spelling patterns in French.

This PPT shows pupils how to introduce friends (singular and plural) and to say how long they’ve known them (using 'Je le connais depuis…)

Use this PPT to introduce pupils to how to give quantities of food and drink in German. It begins with an example conversation, then teaches the new vocab and finally, pupils play noughts and crosses with the new vocab.

Use this PPT to teach pupils how to say what they like and don’t like to eat and drink in German.

Pupils use this sheet to write very simple sentences about what they eat as snacks and give their opinions.

Pupils put the cards in the correct order. In the correct order, this is a conversation ordering food.

Introduce pupils to some common food sold at the ‘Imbissbude’ in Germany.

Use this PPT to introduce pupils to how to say ‘some’ in French. It begins by introducing different food and drink, using ‘some’. Pupils must identify the 4 different ways to say ‘some’. They are then taught the rules and then must identify whether the French matches the images. The images then rush across the screen and pupils must give the French. Finally, there is a matching activity.

This PPT introduces various quantities to use with food & drink in French. It starts with an example conversation, buying food & drink and pupils must first identify the quantities. Then, the quantity phrases are formally introduced. Finally, pupils play noughts and crosses with the new vocab.

Give the students the gap-fill text about food & drink with 10 gaps in it (A to I). Of course, this can be more or fewer gaps – just remember to adjust the A to I in the table. In each gap in the text, write a letter (A to I). Along the corresponding row in the table, give 6 alternatives to go in that gap. Pupils then choose one by rolling a dice. When the student reaches the gap, they roll a dice and say/write the corresponding word.

Use this PPT to teach pupils how to order an ice cream in French. To begin with, pupils must try to work out the order of the conversation. Then, introduce the vocab, using visual clues. Finally, play noughts and crosses, using the initials of the new phrases.

At the end of a lesson, or series of lessons, pupils stick this bright triangle in their books. They fill in the relevant section, stating what they know, don’t understand, etc.

As they enter the room, give pupils a random mood card. Whenever they speak in the target language, they must do so in the mood on the card. Other pupils then have to guess that mood. Just a different way to get them speaking in the target language!

Give each student one set of these cards to use throughout lessons. As they go through the lesson, they display one of them on their desks for you to see as you walk around. This way, you can see who needs help, etc. Print the ‘I don’t get it at all’ on red. Print the ‘I think I get it’ on yellow. Print the ‘I get it’ on green.

I use this sheet either at the end of each half-term (after assessments) or at the start of the following half-term. Pupils fill in their self-assessment of their own progress over the half-term, including what they found most challenging and their personal targets for the following half-term.

I use this sheet either at the end of each half-term (after assessments) or at the start of the following half-term. Pupils fill in their self-assessment of their own progress over the half-term, including what they found most challenging and their personal targets for the following half-term.

Full instructions are in the notes section of this PPT. Pupils are shown words that they have to remember in a given time limit. Their challenge is then increased with longer phrases.

Use this PPT to practise pupils’ memory skills. There are 10 random words that appear at timed intervals that they must try to remember without taking notes, then activities to follow. At the end, using the vocab, pupils play noughts and crosses in teams.

Hand out one card to each student as they enter the room. It doesn’t really matter who gets what. They have to complete the task after they’re settled (e.g. after writing the date, etc). In their books, they should write ‘My entry task today is number ___’. These could also be used as ‘extra’ tasks in the lesson. Tasks include ‘You are a translator for this lesson!’ and ‘Get a purple pen from the top drawer, check your book for errors and correct them.’

This is a presentation for an alternative curriculum day. Any age group can do it, but you would need to adjust the end task to make it harder for older pupils. I used this with pupils from high-ability Year 7 up to Year 9. Pupils are introduced to the vocab needed for the display (switch off lights, put rubbish in the bin, etc).