Feeling tired at the end of term?! Let the students get on with this French Chrstmas webquest on the fabulous vivenoel website! They will learn some new vocabulary and can play lots of games. Stronger students may like to look in more depth at the Christmas tales and recipes, perhaps even make them! To use this resource you need the DVD of Wallace and Gromit's Cracking Contraptions. I found this in the extras DVD attached to my copy of The Curse of the Were Rabbit. It is in English, but still a fun, quirky way to build some vocabulary. In total the activity lasts approximately 20 minutes. Firstly I give out the question sheet and the students work in pairs/ small groups to translate the French Christmas vocabulary in the box. The extension activity is to translate the multiple choice questions and answers below. I then show the (1 minute 36 second) extract a couple of times and check the answers. The vocabulary box can also be used for a quick game of lotto.

Expressions: J’ai chaud, j’ai froid, j’ai faim, j’ai soif, j’ai envie de vomir, j’ai envie de dormir, j’ai de la fièvre, j’ai un rhume, j’ai la grippe, j’ai le rhume des foins. 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 for the first 6 expressions. 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. Then the process is repeated for the remaining expressions. 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 short 4 slide PowerPoint can be used to elicit the formation of the Future Perfect tense. You may wish to follow this with my Battleships Game to re-enforce the learning. Battleships Expressions: Quand j’aurai fait mes devoirs Lorsque nous aurons joué au tennis Dès que vous serez retourné(e)(s) de vacances Aussitôt que tu auras écrit la lettre Une fois que j’aurai bu mon café je me coucherai. j’aurai faim. mon frère fera du VTT. nous irons en ville. ils feront les magasins. je serai fatigué(e). Battleships Game Instructions The students love this competitive and fun game! 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 French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

Spanish PowerPoint Presentation: using er and ir verbs in the preterite to describe holidays/ vacations. Expressions: Salí de casa a las seis. (salir) Fui en tren. (ir = irregular) Vi un partido entre el Real Madrid y el Barcelona. (ver = irregular) Llevé una camiseta, una gorra de lana y una bufanda. (llevar) Comí patatas fritas, una hamburguesa con cebolla y un perrito caliente. (comer) Bebí una naranjada. (beber) Vi a David Beckham. (ver = irregular) Leí el programa. (leer) Hice una llamada con mi móvil. (hacer = irregular) The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English, how to change the infinitive (in brackets) into the preterite and to drill. The next section of slides have multiple choice questions. Then there are "what's missing?" slides. The next 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! The finals slides remind us of the rules elicited: Salir - salí, comer - comí How do you form the preterite for regular verbs? Remove the er/ir and add í e.g. Salir  salí Here are the other endings: ió, imos, ieron, iste, isteis. Can you conjugate the verb salir? I went out = You went out = He/She/You went out = We went out = You went out = They/ you went out = Extra: conjugate comer and beber. I went out = salí You went out = saliste He/She/You went out = salió We went out = salimos You went out = salisteis They/ you went out = salieron

Spanish PowerPoint presenting holiday destinations and transport. Vocabulary: ¿Adónde vas de vacaciones normalmente? Voy a la costa. Voy a la sierra. Voy al campo. Voy a un pueblo. ¿Cómo vas? Voy en coche. Voy en avión. Voy en tren. Voy en autocar. Voy en ferry. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Slide12 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! The next section of slides have verdad o mentira questions. Then there is a ¿Qué es? slide.

This short presentation introduces the formation of the Near Future Tense. The first slide encourages the students to actively engage with the new vocabulary and grammar: 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 (PPC = Perfect Pronunciation Challenge) and question each other (QFQ = Quick Fire Questions) before the teacher checks with the whole class. The next slides have the phrases and a picture. Use this to elicit the pronunciation, English, the formation and to drill. The next slide looks in detail at the formation and the final slide at the conjugation of aller. You could then use one of my Near Future Tense battleships games/ lotto grids to reinforce the new structure. Expressions: Je vais Tu vas Il va Elle va On va Nous allons Vous allez Ils vont Elles vont voir un film de science-fiction. aller au cinéma. regarder la météo. faire du cheval. jouer avec des copains. jouer à l’ordinateur. Battleships Game Instructions The students love this competitive and fun game! 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 French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

I use this 20 minute activity to practise the 12 and 24 hour clock with my students. Each student has a mini-whiteboard. The task is clearly differentiated into: All: Draw the time in analogue and/or digital. Most: Unjumble the Extra time. Some: Change both times into the 24 hour clock I give them 30 seconds to attempt to do as much as possible. Click the PowerPoint to reveal the unjumbled and 24 hours clock answers below.

Expressions presented: Je vais manger de la soupe. Je vais boire un thé. Je vais faire du foot. Je vais aller à la piscine. Je vais faire du sport. Je vais regarder la télé. Je vais surfer sur Internet. Je vais aller au café. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the formation and to drill. The next slide is a Beat The Teacher game slide; 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! Then there are "what's missing?" slides. The next slide has pictures of all the phrases. Use slide 22 to elicit how to form the near future tense. Use slide 33 to elicit the different forms of aller. You may wish to follow this with my French Battleships Game/ Lotto Grid: Near Future Tense. Expressions: Je vais Tu vas Il va Elle va On va Nous allons Vous allez Ils vont Elles vont manger des tartines. prendre du poulet. boire un thé. faire du sport. surfer sur internet. aller au café. Battleships Game Instructions 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 French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. Enjoy!

The presentation starts by revising what the infinitive is and what conjugation is. Slide 4 can be used to elicit the conjugation of aimer, which you can then drill. Use slide 5 to come up with the rules. Slide 6 can be printed off and used to set the students a writing task. French Battleships/ Lotto Grid: Present Tense of -er verbs (jouer) + hobbies. Expressions: Je joue Tu joues Il joue Elle joue On joue Nous jouons Vous jouez Ils jouent Elles jouent au tennis. au ping-pong. aux cartes. de la guitare. au baby-foot. de la batterie. Battleships Game Instructions The students love this competitive and fun game! 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 French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

This is a short 5 slide PowerPoint to teach students that nationalities can be masculine or feminine. Battleships Expressions: Soy argentino/ argentina y Eres australiano/ australiana y Es chileno/ chilena y Soy cubano/ cubana y Eres escocés/ escocesa y Es español/ española y soy estadounidense. eres galés/ galesa. es inglés/ inglesa. soy irlandés/ irlandesa. eres mexicano/ mexicana. es paquistaní. Battleships Game Instructions The students love this competitive and fun game! 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. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

Spanish PowerPoint introducing school vocabulary: classroom, library, cafeteria, dining hall, principle's office, gym, laboratory, playground, sports fields,toilets, assembly hall, staff room. 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 where I have removed some letters of each expression. 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!

Spanish PowerPoint introducing school bag vocabulary: tengo/ me hace falta + pen, pencil, exercise book, text book, pencil sharpener, folder, dictionary, ruler, pencil case, rubber, diary. I have broken the vocabulary down into 2 sections. 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 "¿Qué es?" slides. More vocabulary is presented, followed by multiple choice questions and "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!

These Spanish - English matching cards can be used to revise previous learning of physical descriptions. Phrases: Soy bajo. Es alta. Es alto. Soy de talla mediana. Tengo el pelo rubio y ondulado. Tiene los ojos azules. Tengo pecas. Llevo barba, bigote y gafas. 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 and then have quick fire questions from Spanish to English, whereby 1 student closes their eyes and their partner reads out the Spanish cards which the student must translate into English from memory. Level 3 = The quick fire questions are from English to Spanish. Following checking there are 2 fun games to play, either pelmenism or a game I learnt in Japan called Karuta. In Karuta the students put the English language cards to one side and spread out the Spanish cards in front of them. I then say the English and the students compete to touch the correct Spanish card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. Battleships expressions: Tengo el pelo rubio y Tengo el pelo castaño y Tengo el pelo corto y Tengo el pelo largo y Tengo el pelo pelirrojo y Tengo el pelo rizado y tengo los ojos azules. tengo los ojos verdes. tengo los ojos marrones. llevo gafas. llevo barba. llevo bigote. Instructions 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 and discuss pronunciation. I then check the translations and drill pronunciation. 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. During the game I check pronunciation.

This presentation describes clothes in Spanish. The first slides have each item of clothing 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. There is then a "beat the teacher" slide to revise the learning at the end or during the following lesson followed by a ¿Qué es? slide where you can pounce on unsuspecting students! Expressions: shirt, trousers, shoes, skirt, socks, jeans, shorts, trainers, jacket, jumper, t-shirt. These English - Spanish matching cards can be used either to elicit vocabulary describing clothing or to revise previous learning. Expressions: Camiseta con mangas cortas 100% algodón Rebeca con cremallera Cinturón de cuero Camisa con motivo de dragón en la parte delantera Compré unas zapatillas de deporte Pantalón cómodo en tejido resistente Las camisas son más caras que las botas. La 42/44 es la talla más grande Las sandalias son más baratas que los zapatos. Voy a comprar unos pantalones con seis bolsillos. You may choose to have different levels of challenge. For example, Level 1 = match the cards Level 2 = match the cards and then have quick fire questions from Spanish to English, whereby 1 student closes their eyes and their partner reads out the Spanish cards which the student must translate into English from memory. Level 3 = The quick fire questions are from English to Spanish. Following checking there are 2 fun games to play, either pelmenism or a game I learnt in Japan called Karuta. In Karuta the students put the English language cards to one side and spread out the Spanish cards in front of them. I then say the English and the students compete to touch the correct Spanish card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. The students love this game!

This presentation elicits the formation of various adverbs in Spanish including the irregular mal and bien. The first slide encourages the students to actively engage with the new grammar: working in pairs/teams, using their prior knowledge and knowledge of other languages to figure out the meanings: All: In pairs/groups translate the sentences. Most: Figure out how the rules to make adverbs from adjectives (in brackets). Some: Which are the irregular adverbs (which don’t follow a pattern)? Come up with clever ways to remember the rules and the irregular adverbs. Me levanto, me ducho y me visto rápidamente (rápido). Normalmente cocino (normal). Desafortunadamente tenemos un examen (desafortunado). Juego bien al fútbol (bueno). Toco la guitarra muy mal (malo). Use the following slides to elicit the translation, the rule and to drill. There is a recap slide and a final slide of the new phrases.

Expressions taught: C’est super! C’est difficile. C’est intéressant. C’est nul. C’est fatigant. C’est amusant. C’est génial. Ce n’est pas marrant. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. I sometimes found it quite difficult to find suitable pictures for these expression - encourage the students to think outside the box when figuring out the meanings! The next section of slides have mutiple choice questions. The final Qu’est-ce que c’est? slide has pictures of all the phrases to be used for direct questioning. This can also 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 presentation presents places in town in Spanish. Vocabulary: centro comercial, cine, parque, plaza de toros, polideportivo, tienda de regalos, estadio, playa, estación de autobuses & estación de trenes, The first slides have each place 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 what's 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!

This colourful and fun PowerPoint presentation presents various hair colour and hair styles. Phrases: Tengo el pelo rubio. Tengo el pelo castaño. Tengo el pelo pelirrojo. Tengo el pelo largo. Tengo el pelo corto. Tengo el pelo ondulado/ rizado. Tengo el pelo liso. Llevo barba. Llevo bigote. 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. PPC stands for Perfect Pronunciation Challenge! The following slides allow the teacher to go through each phrase, check the translation, the pronunciation and drill. Slide 12 can be used for a game of Beat The teacher: 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! Then there are graded questioning slides followed by What's missing? slides. Battleships Game Vocabulary covered: Tengo el pelo rubio y Tengo el pelo castaño yTengo el pelo corto y Tengo el pelo largo y Tengo el pelo pelirrojo y Tengo el pelo rizado y tengo los ojos azules. tengo los ojos verdes. tengo los ojos marrones. llevo gafas. llevo barba. llevo bigote. Instructions 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. 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 use these French cards to revise the differences between the present, perfect and near future tenses. Great for the beginning of term and throughout the school year. Expressions on 3 tenses cards: Je suis allé au cinéma. Je vais au cinéma. Je vais aller au cinéma. J’ai fait mes devoirs. Je fais mes devoirs. Je vais faire mes devoirs. J’ai regardé la télévision. Je regarde la télévision. Je vais regarder la télévision. J’ai joué au football. Je joue au football. Je vais jouer au football. J’ai mangé un sandwich. Je mange un sandwich. Je vais manger un sandwich. J’ai acheté des vêtements. J’achète des vêtements. Je vais acheter des vêtements. J’ai surfé sur Internet. Je surfe sur Internet. Je vais surfer sur Internet. J’ai écouté de la musique. J’écoute de la musique. Je vais écouter de la musique. Je me suis lavé(e). Je me lave. Je vais me laver. Expressions on Aller cards (equivalents on the Jouer cards): Je vais Tu vas Il/Elle/On va Nous allons Vous allez Ils/Elles vont Je suis allé(e) Tu es allé(e) Il/Elle/On est allé(e) Nous sommes allé(e)s Vous êtes allé(e)s Ils/Elles sont allé(e)s Je vais aller Tu vas aller Il/Elle/On va aller Nous allons aller Vous allez aller Ils/Elles vont aller You may choose to have different levels of challenge. For example, Level 1 = put the cards into 3 columns: present, perfect and near future tense and discuss the translation and pronunciation. Level 2 = As Level 1, 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. Lotto Expressions: j’ai joué au volley je vais jouer au ping pong je prends des céréales je bois un Coca je vais boire un thé j’écris une lettre j’ai fait de la natation j’ai bu un café je danse j’ai regardé la télé je vais manger une pomme je joue au foot je vais danser je lis un livre j’ai écrit une lette j’ai lu un livre je mange un hamburger je vais faire de l’équitation je regarde un film je vais lire un magazine je fais du jogging j’ai dansé j’ai pris un jus d’orange j’ai mangé une glace Enjoy!

This fun warmer which can be used at the beginning of the school year and throughout the school year practices the following idiomatic expressions: Set 1: Être bourré comme un cochon Faire d'une pierre deux coups Faire la navette Faire le poireau Faire le pont À l'heure du laitier Occupe-toi de tes oignons Passer un coup de fil Passer une nuit blanche Set 2: L’argent ne se trouve pas sous le pas d’un cheval Avoir du blé/de la maille/ de l'oseille/ de la thune Avoir la chair de poule Avoir la gueule de bois Avoir la dent/ les crocs/ la dalle Avoir un chat dans la gorge Boire un coup C’est du gâteau Chacun son truc Un coup de foudre Proverbs: All that glitters is not gold. Tout ce qui brille n'est pas or. Come what may. Advienne que pourra. Like father like son. Tel père tel fils. Never look a gift horse in the mouth. A cheval donné, on ne regarde pas la bouche. The end justifies the means. La fin justifie les moyens. There are plenty more fish in the sea. Un de perdu, dix de retrouvé. To err is human. L'erreur est humain When the cat's away the mice will play. Quand le chat n'est pas là, les souris dansent. You can't make an omelette without breaking eggs. On ne fait pas d'omelette sans casser les œufs. A rolling stone gathers no moss. Pierre qui roule n'amasse pas mousse. An eye for an eye (and a tooth for a tooth). Oeil pour œil (dent pour dent). Every penny counts. Un sou est un sou. Never put off to tomorrow what can be done today. Il ne faut pas remettre au lendemain ce qu'on peut faire le jour même. No news is go 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.