This 20 slide PowerPoint presentation can be used for an assembly, for form time, tutor time or PSHE on the first day or week of school. The aim is to help students to consider how lucky they are to have an education and to be inspired to set themselves goals and targets for the academic year. It is full of colourful pictures and animations to hopefully grab the attention of the sleepiest of students! It can be simply shown with very little commentary or can be used for detailed discussion as you wish. The first slide says Welcome to Year *! (you need to fill in the year group!) The second slide asks How were you feeling this morning? And gives various options: Sleepy, sad, scared, lucky, inspired, happy, fed up, grumpy, excited, nervous, positive. Or maybe something else? This can be used as an opportunity for pair, group or class discussion. Slide 3 says: Here are some other classes starting the school year around the world…. Slides 4 – 8 show classes around the world such as: “Nguyen Thi Phuong teaches a class in Van Chai, Vietnam without books or electricity”, and “Syrian refugee students at one of the Unicef schools at Zaatari refugee camp in Jordan, near the border with Syria.” These slides can be used to elicit the student’s observations about the lives and education of these students and as an opportunity for pair, group or class discussion. Slide 9 then repeats slide 2: Asking How do you feel now? And gives various options: Sleepy, sad, scared, lucky, inspired, happy, fed up, grumpy, excited, nervous, positive. Or maybe something else? Slide 10 asks What was the best thing you did this summer? Slide 11 states Maybe you did something extraordinary….. and shows pictures of various Olympians from the Rio 2016 Olympic Games. Slide 11 continues the theme of doing something extraordinary and shows a picture and brief description of the amazing Malala Yousafzai who was targeted by Taliban gunmen in 2012 for expressing her views on education. Slide 13 asks: Will you do something extraordinary this year? What goals will you aim for? Slide 14 – 17 give suggestions e.g Maybe a physical challenge? Make the football team, Run 5K, Learn a new sport, Start training for Tokyo 2020! Beat my swimming PB & Exercise every day. The other challenges are Creative, Academic and Something Else e.g. volunteer, raise money for charity… Slide 18 says Picture yourself achieving your goal. How does it make you feel? And gives various options: Sleepy, sad, scared, lucky, inspired, happy, fed up, grumpy, excited, nervous, positive. Or maybe something else? Slide 19 has the brilliant Nelson Mandela quotation: “Education is the most powerful weapon which you can use to change the world.” Finally slide 20 says Have a great school year! Enjoy!

Differentiated worksheet to practise emphatic pronouns. Content: The emphatic pronouns are listed in French and English. Moi Toi Lui Elle Soi Nous Vous Eux Elles EXAMPLE CONTENT: A. Emphatic pronouns are used after prepositions e.g. Je m’entends bien avec elle = ______*students write in the English Je m’entends bien avec lui = __________________________ Sans vous = without _______ B. Emphatic pronouns are used for comparisons e.g. Je suis plus grand qu’elle = ____________________________________. Elle est plus drôle que lui = ____________________________________. C. Emphatic pronouns are used for emphasis e.g. Moi, je suis travailleur, mais toi, tu es paresseux ! = ___________ Moi, je veux une glace = ____________________________. D. They are also used on their own e.g. Qui a un chat? Toi! Lui! Elle! Moi! = _____________________. Exercice A. Complétez et traduisez en anglais. 1. Je m’entends bien avec ______ (them). = ________________. 2. Je ne m’entends pas avec _____ (him). = ________________. Extra (extension task): 1. La femme est derrière ______ (us). = ____________________. 2. David Beckham est plus mignon que _____ (him). = _________. 3. Angelina Jolie est plus intelligente que _____ (her). = ________. Extra extra !: Écrivez 7 phrases en utilisant des pronoms disjonctifs. Write 7 sentences using emphatic pronouns. (Try to use a range of tenses and adjectives and write complex sentences).

This 7 slide PowerPoint can be edited to describe your school. The slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. It presents the following phrases: Mon école/ collège/ lycée! Mon école s’appelle *** C’est une école…. …mixte. …moderne. …bien équipée. C’est une vieille école. I l y a 14 élèves dans ma classe. Il y a 900 élèves en tout. L’année scolaire commence début septembre et finit fin juin. Les cours commencent à 9 heures et finissent à 15 heures 40. Il y a sept cours par jour. Un cours dure une heure. La récréation dure vingt minutes. Le déjeuner dure quarante minutes. J’ai une heure et demie de devoirs tous les soirs. Je prépare un examen qui s’appelle le GCSE.

This PowerPoint presentation presents adjectives (mainly colours) to describe pets. Vocabulary presented: amarillo/a, atigrado/a, azul, blanco/a, dorado/a,gris, marrón, negro/a, rojo/a, verde, grande & pequeño/a. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. The final slide has pictures of all the new vocabulary where you can pounce on unsuspecting students and ask ¿Qué es? This slide can also be used for a Beat the Teacher game, which the students love! (as can slide 14) The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If it’s the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Enjoy!

This PowerPoint starts by revising regular past participles and the conjugation of avoir. It then introduces the key irregular past participles. Expressions taught: J’ai fait du ski. (faire) J’ai bu un coca. (boire) J’ai vu la Tour Eiffel. (voir) J’ai lu un livre. (lire) J’ai pris une photo. (prendre) J’ai écrit une lettre. (écrire) J’ai dit bonjour! (dire) The first slide on irregular past participles encourages the students to actively engage with the new vocabulary: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings. They can then discuss the pronunciation and question each other before the teacher checks with the whole class using the next slides. The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. Slide 25 has pictures of all the phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Slide 26 can be used for revision during the next lesson. You may then wish to play one of my Perfect Tense battleships Games/ Lotto Grids to reinforce this content. Battleships Expressions: J’ai joué au foot et Tu as fini les devoirs et Il a vomi et Elle a perdu ses devoirs et On a regardé un film et Nous avons écouté la radio et Vous avez mangé des légumes et Ils ont vendu la voiture et Elles ont acheté des vêtements et j’ai fait de la natation. tu as fait de l’équitation. il a lu un livre. elle a bu une limonade. nous avons pris des photos. vous avez vu la Tour Eiffel. ils ont voulu faire la vaisselle. elles ont dit au revoir.

Expressions: A. Je peux vous aider? B. Je cherche une jupe en laine. A. En quelle taille? B. En taille grande/ moyenne/ petite. A. Quelle couleur voulez-vous? B. Du bleu. Je peux essayer ça? A. Oui, il y a une cabine là-bas. B. Ça fait combien? A. Ça fait 20 Euros. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The final slide puts the whole role-play together. Print this off and ask the students to perform it!

I use this differentiated worksheet to revise and build upon key school vocabulary. It features a 16 minute extract from the gorgeous French film Être et avoir, which we watch with subtitles. Être et avoir. 1.04.30 – 1.07.24 : Ami/ amie : Chapitre 12. The first section tells students to: Cochez les choses que vous voyez : Le coucher du soleil l’aube une vache un cheval un fleuve un champs un livre un tableau un élève une règle une trousse un professeur/ un instituteur une photocopieuse un stylo un crayon un cahier une chaise une poubelle une gomme un taille-crayon There are 5 Extra questions for stronger students such as: 1. Comment dit-on « un volet » en anglais ? 2. Comment dit-on « grince » en anglais ? 4. Marie et Jojo font… a. du café b. de l’équitation c. des photocopies The next extract: 1.07.24 – 1.16 minutes has 16 Vrai ou faux ? questions such as: 1. Ils apprennent comment dire « friend. » 2. Jojo dit « maman et son ami Jojo. » 3. Létitia fait une erreur. 4. Johann parle de son ami. 5. La photocopieuse est en panne. 6. Le collège est plus grand que l’école primaire. There are 7 Extra questions for stronger students such as : 1. Quel animal est sur le sweat de Laetitia ? 2. Comment s’appelle le collège ? 3. Ils parlent de deux types de vaches. Lesquels ? 4. Comment dit-on « Year 7 » en français ? The answers are on the first 2 sheets. The student question sheet is the third sheet.

French - English Matching Cards: Rendez-vous! Expressions: Oui d’accord. Je veux bien. Ça dépend. Je ne peux pas. Je suis désolé(e) mais je sors avec ** samedi. Je regrette mais je dois rester à la maison. J’aimerais mieux aller à la patinoire. OK ! On se retrouve où ? Je ne suis pas libre. Ça ne me dit rien Yes, okay. I’d really like to. It depends. I can’t. Sorry, but I’m going out with *** on Saturday. Sorry, but I have to stay at home. I’d rather go to the ice rink. Okay! Where shall we meet? I’m not free. I’m not interested. You may choose to have different levels of challenge. For example, Level 1 = match the cards and discuss the pronunciation. Level 2 = match the cards , discuss the pronunciation and then have quick fire questions from French to English, whereby 1 student closes their eyes and their partner reads out the French cards which the student must translate into English from memory. Level 3 = As Level 2 but the quick fire questions are from English to French. Following checking there are 2 fun games to play, either pelmenism or slap the card. Battleships Expressions: Tu veux aller.. Ça te dirait d’ aller.. Tu as envie d’ aller.. On pourrait aller.. Si on allait.. au théâtre demain soir? au cinéma le week-end? en boîte la semaine prochaine? à la plage samedi? aller au concert cet après-midi? en ville le week-end prochain ? Instructions Firstly I ask the students to work independently in pairs to translate the expressions and discuss pronunciation. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory.

This one slide PowerPoint can be used as a simple 10 minute Spanish warmer/ starter activity to play the game "I spy with my little eye...." The students play this in small groups practising not only classroom vocabulary, but also thinking more imaginatively e.g. clothing, colours and vocabulary such as "hair" and "eyes." Therefore this can be used with a variety of year groups. Enjoy!

Expressions: Le football. Le tennis. Le rugby. Le ping-pong. Le surf. La voile. La natation. Le vélo. Le skate. Le patinage. L’équitation. The first slide encourages the students to actively engage with the new vocabulary: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings. They then discuss the pronunciation and question each other before the teacher checks with the whole class. The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. Then there are "what's missing?" slides. The final slide has pictures of all the phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins!

Amélie. This differentiated worksheet can be used with the first 50 minutes of the film, after which I let the students watch the remainder of the film without any worksheets to complete. There are Extra tasks in all sections to stretch stronger students. The timings are shown in brackets, therefore (0 - 3.11) means from the beginning until 3 minutes and 11 seconds at which point you pause the film and check the answers. I have included various extracts below to give you a taste of the worksheets. It starts with an introductory task. Extract: Divisez le mot énorme ! LefilmAmélieestunehistoired’amourquialieuàParisOnvoitl’enfanced’AmélieenbanlieueetplustardsavieàParis..... Extra extract: Lavied’AméliechangelesoirdelamortdeLadyDiquand... A. Recherche de vocabulaire (0 – 3.11). Cochez les mots que vous voyez : Extract: un journal une voiture une barbe une plage la Seine une rue la Tour Eiffel un lit des verres un avion du savon le Sacré-Cœur une tasse du dentifrice un spermatozoïde Extra extract : 1. L’histoire commence le _______________________ 2. Comment s’appelle le film en français ? ___________________ B. Vrai ou faux ? (3.11 – 9.12) Corrigez les erreurs. Extract: 1. Le père d’Amélie est coiffeur. 2. Raphaël Poulain n’aime pas son maillot de bain. 3. Il aime ranger sa boîte à outils. 4. Amandine Poulain aime ranger son sac à main. 5. Amélie ne va pas à l’école. Extra extract: 1. Comment dit-on « hard heart » en français ? ______________ 2. Comment dit-on « a heart defect » en français ? ___________ C. Mettez les phrases dans le bon ordre. (9.12 – 15.12) Extract: Amélie prend le train de la Gare du Nord : Ils mangent leur dîner : On voit les collègues et les clients d’Amélie au café : Amélie trouve une petite boîte à souvenirs : Extra extract: 1. Où se trouve le café ? 2. Comment s’appelle le chat de Philomène ? D. Choisissez la bonne réponse. (15.12 – 24.34). Extract: 1. Amélie habite au… a. rez-de-chaussée b. au sous-sol c. au troisième étage d. au cinquième étage. 2. La voisine d’Amélie y habite depuis… a. 1990 b.1945 c. 1964 d.1952 3. Collignon est… a. épicier b. chauffeur c. docteur d. mannequin Extra extract : 1. Comment dit-on « snowballs and chestnuts » en français ?

I found a great short film (2 mins 20 secs) on YouTube about the history of the Olympic Games, I love the stylised presentation and have created a series of exercises which I hope will make the French commentary accessible to the students. There is a step-by-step PowerPoint to accompany the worksheet (the answers are both on the PowerPoint and on the worksheet). Slide 2: states the lesson objectives: Objectif: To develop your listening skills and to learn facts and vocabulary related to the history of the Olympic Games. This is differentiated into all, most and some. The first worksheet has 3 goals: All: Match the names and the pictures. Most: AND Put the countries in the order that they appear/ are mentioned. Some: AND Match the date to the correct person. To prepare for these tasks the students are told to: All: Discuss how you would pronounce the names with a French accent! Most: AND be able to translate all the countries. Some: AND be able to say all the years in French. Names include: Pierre de Coubertin, Jesse Owens, le dieu grec Zeus, Tommie Smith Countries include: Le Brésil (Rio de Janeiro), La France (Paris), La Grèce (le temple de Zeus), Dates include : 1894, 8ième siècle avant Jésus Christ, 1968 Slide 4 says: Now you will listen to and watch the short film. Remember, you are only picking out key information. Don’t worry if you don’t understand all the French you hear! Also use the images you see, your logic and previous knowledge to help. You will listen and watch twice, maybe more if your teacher agrees! Slides 5, 6 and 7 have the answers. Slide 8 gives instructions to prepare the students for the next listening task. First is to complete Exercise B which is an English to French match up of vocabulary and phrases that the students will need to in order to understand and answer the multiple choice questions. French vocabulary/ phrases include: 1. Les Jeux olympiques antiques. 2. Le pancrace, la course, le tir. 3. Les tremblements de terre et les inondations. 4. Les femmes. Slide 9 repeats the advice on Slide 4. There are 11 multiple choice questions. Examples of questions: 1. Les Jeux olympiques antiques ont été organisés en l’honneur… A. de Pierre de Coubertin. B. du dieu grec Zeus. C. de l’Empereur Théodose 1er. 2. Parmi les sports aux Jeux olympiques antiques ont été…. A. Le pancrace, la course et la boxe. B. Le pancrace, le tennis et la natation. C. Le pancrace, l’équitation et le tir. Slides 10, 11 and 12 have the answers and finally slide 13 provides the opportunity for reflection.

Expressions: Les métiers! acteur/ actrice chanteur/ chanteuse serveur/ serveuse vendeur/ vendeuse coiffeur/ coiffeuse infirmier/ infirmière médecin musicien/ musicienne footballeur programmeur/ programmeuse mécanicien/ mécanicienne pilote d’avion, professeur, secrétaire, au chômage. The first slide encourages the students to actively engage with the new vocabulary: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings. They then discuss the pronunciation and question each other before the teacher checks with the whole class. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. Then there are "what's missing?" slides. The final slide has pictures of all the phrases. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins!

This 8 slide PowerPoint introduces the Past Historic. Use it to elicit translations and to present information about it's formation and irregular verbs. I use this PowerPoint slide to revise the Past Historic. I give students mini-whiteboards and they choose the odd-one-out. Examples: je parlai je finis je répondis je vais j’aurai j’allai nous finîmes il but j’eus ils eurent j’ai eu vous eûtes * watch out for the made-up verb at the end!

This PowerPoint elicits the translations and therefore the rules of Demonstrative Adjectives and Demonstrative Pronouns. When I show the question slide I put the students into groups to discuss the answers for a minute before checking using the following slide. For example the first slide asks: Ce garçon = ? Ces garçons = ? Cette femme = ? Ces femmes = ? Cependant, il faut dire «cet homme.» Pourquoi? And the second slide reveals the answers and gives you the opportunity to discuss the rules. The fourth slide asks and answers: Parfois on dit «cet homme-ci» ou «cette femme-là.» Pourquoi? The fifth slide moves onto deminstrative pronouns and asks: Ceci and cela/ça = ? Avez-vous considéré cela? = ? Je n’aime pas ça! = ? Ceci est precisement ce que je voulais = ? Qu’est-ce que ça veut dire? = The answers are on slide 6. Slide 7 asks: De toutes les robes que j’ai essayées je préfère celle-ci = ? Quelle est la différence entre ceci et celle-ci? ...and slide 8 presents the answers.

This sheet has a range of expression to support students creating a French Wanted Poster either in class or as homework to practise adjectives for physical description. Phrases given include: Recherché = wanted Récompense = reward Mort ou vif = Dead or alive Euros = euros Il/Elle s’appelle… = He/ She is called Il/ Elle a *** ans = He/ She is *** years old. Son anniversaire est le…. = His/ her birthday is on the… There are 3 levels of challenge to extend the more able students whilst supporting those who are weaker.

This colourful and fun PowerPoint presentation presents various daily routine activities including many reflexive verbs. You may wish to show my reflexives PowerPoint having presented this and then play my reflexives battleships game! Vocabulary: Me despierto Me levanto Me ducho Me visto Desayuno. Me lavo los dientes. Me peino. Me acuesto. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next section of slides have multiple choice questions. Then there are "what's missing?" slides. The final slide has pictures of all the new vocabulary. This can be used for a Beat the Teacher game, which the students love! The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If it’s the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins! Battleships Instructions Phrases: Me despierto Me levanto Me ducho Me visto Me lavo los dientes Me acuesto a las seis y cuarto. a las cuatro y cuarto. a las siete y media. a las ocho menos cuarto. a las nueve menos diez. a las siete y veinte. I use this battleships game (which can also be used as a lotto grid) to help students to practise their pronunciation and to reinforce new vocabulary and grammatical structures. Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the Spanish version and then try to play the game saying the Spanish phrases as far as possible from memory. I allow the really weak students to have the Spanish version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the Spanish version and the really strong students aim to refer back to the Spanish version as little as possible. I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

This Who Wants To Be a Millionaire PowerPoint revises the Present, Perfect, Future and Conditional tenses. It can be used at the beginning of the year and throughout the year for revision. I give the students a mini whiteboard. The task is differentiated as follows: Tout le monde: Choisissez la bonne lettre. La majorité: Traduisez une autre phrase et identifiez le temps. Quelques personnes: Traduisez toutes les autres phrases et identifiez tous les temps. Enjoy!

This series of worksheets accompany the fabulous and quirky French film Belleville Rendez-Vous, which links nicely to Le Tour de France. There are warmer activities and differentiated questions such as tick what you see and putting statements into the correct order for the students to complete. This should take about 3 lessons, great towards the end of term!! Example questions: Exercice B: Vrai ou faux? 1. Quand Champion était jeune il jouait du piano. 2. Quand Champion était jeune il aimait les trains. 3. Bruno aimait les trains. 4. Le film a lieu après 1937. 5. Champion n’aimait pas faire du vélo. 6. Plus tard Madame Souza est devenue entraîneuse. Exercice C : Mettez les phrases dans le bon ordre (1 – 11): Champion se couche : Madame Souza passe l’aspirateur : Bruno rêve (X2) : __ & __ Le Président parle du Tour de France : Des gangsters chassent Champion : Champion mange son dîner : On est au Tour de France : Le camion est en panne : Il s’entraîne en écoutant un disque : Champion monte la montagne : Extra : 1. Comment dit-on « Long live the Republic ? » 2. Comment dit-on « long live France ? » 3. Combien de fois est-ce qu’on voit la Tour Eiffel ? 4. Champion se couche à quelle heure ? 5. Quelle est la date de la photo de Bruno et Champion à la Boule ? 6. Le 17ième étape de la tour de France, où a-t-elle lieu ? 7. Comment dit-on « broom wagon ? » Enjoy!

This presentation presents household chores in the present tense in Spanish. Phrases: Hago la cama. Barro el patio. Cocino/ preparo la cena. Hago la compra. Friego los platos. Arreglo mi dormitorio. Pongo/ quito la mesa. Lavo el coche. Saco la basura. Paso la aspiradora. Plancho. The first slides have each chore in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. Then there is graded questioning. Firstly there are multiple choice slides followed by whats missing memory game slides. You can also use the final slide to play a game of "beat the teacher" to revise the learning at the end or during the following lesson. Beat the teacher is played like this: The teacher points to a picture and says a word. If it is the correct word the students all repeat it. If its the wrong word the students must stay absolutely silent. If they do, they win 1 point. If not, the teacher gets 1 point. Most points wins!