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).

PowerPoint Vocabulary: Je vais en ville. Le café. Le cinéma. Le parc. Le club des jeunes. Le centre sportif. La plage. La bibliothèque. La crêperie. La piscine. La ville. 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! For progression you may wish to use my places in town matching cards: Expressions: Je vais à la plage. Nous allons au club des jeunes. Elle va à la crêperie. Je vais aller à la bibliothèque. Nous allons faire de la natation à la piscine. Ils vont faire les magasins en ville. Tu aimes aller au parc ? Je voudrais boire un coca au café. Je suis allé(e) au cinéma pour voir le nouveau film de James Bond. These matching cards can be used either to elicit places in town or to revise previous learning. 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 a game I learnt in Japan called Karuta. In Karuta the students put the English language cards to one side and spread out the French cards in front of them. I then say the English and the students compete to touch the correct French 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!

I use this dominoes activity at the start of the year and throughout the year to revise a range of tenses. Expressions and tenses: Lorsque la guerre a commencé elle a travaillé dans les champs. Le passé composé. Je lus mon livre chez moi. Passé simple. Nous nous sommes amusés. Un verbe pronominal au passé composé. Quand nous sommes arrivés ils avaient déjà terminé. Le plus-que-parfait. Demain, à cette heure, mes parents auront atterri en Australie. Le futur antérieur. Les camions traversaient quand une mine a explosé. L’imparfait. Pourriez-vous me dire pourquoi vous faites ça ? Le conditionnel. Quand vous arriverez au bout de la rue, vous verrez le château. Le futur. M. et Mme Lechat sont en train de faire leurs courses. Le présent. Si j’avais su que vous veniez j’aurais fait un gâteau. Le conditionnel passé. On pourrait envoyer un e-mail au lieu d’y aller en personne. L’infinitif. I differentiate as follows: All: Line up the dominoes and discuss the pronunciation. Most: As above and discuss the translation. Some: As above and question each other English to French and French to English. Following checking there is a fun game to play, this is a game I learnt in Japan called Karuta. In Karuta the students spread out the dominoes in front of them. I then say the English and the students compete to touch the correct French 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!

I use this sheet to set a homework or classwork task practising body parts, plurals and adjectives. They must first draw the alien described on the sheet (see below) and then use this as a template to describe and draw their own alien. It includes suggested vocabulary to write more sophisticated French for stronger students. This could also be used as a Halloween task! Extract from worksheet: 1. Read the alien description below and draw it! Il / Elle s’appelle *@?!!; »= Il/Elle a mille ans. Il/Elle habite sur la lune. Il/Elle a huit têtes vertes et dix grands yeux bleus. Il/Elle a aussi un petit nez rouge et cinq oreilles jaunes. Il/Elle a dix jambes blanches donc il a dix genoux aussi ! Cependant il/elle n’a pas de bras ! À mon avis il/ elle est très gentil(le) mais un peu paresseux/euse. J’adore mon extra-terrestre !

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!

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 ?

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 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 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 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.

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 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!

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!

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. Mon école est vieille/ moderne. C’est une école mixte. Il y a 2500 élèves. Il y a soixante salles. Il y a une bibliothèque. Il y a une cantine. Il y a un centre sportif. Il y a dix labos. Il y a un terrain de sport. Il y a douze salles d’informatique. 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 “either **** or ****?” 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! The worksheet have a French to English match up of the new expressions. This is followed by a gap-fill where the words needed to fill in the gaps are jumbled up in brackets after the gaps (except for the school name). E.g. Mon école ____________ (aes’plple) __________________________. C’est une _________ (iieellv) école mixte près du centre-ville. ______ (y il a) environ deux mille cinq cents ________ (éèlevs) Then there is a further gap-fill which covers related topics about favourite subject, the school day etc.E.g. Some : Remplissez les blancs: L’école commence à ____________ (ithu hseeur) et demie. Chaque cours dure ______ (nue) heure. J’apprends treize ____________ (esmèrtia). J’adore ________ (sanlg’lai) car c’est ______ (rstè) intéressant, mais nous avons beaucoup de _________ (irdeovs). The final extension task is to: Écrivez 7 questions difficiles sur les textes! There is also a 4 slide PowerPoint with the answers.

I show the film with English subtitles.This differentiated worksheet is divided into extracts (timings shown). I translate the questions with the students, watch the extract and then check the answers. All sections have some Extra questions to stretch the more able students. Worksheet EXTRACTS: Les choristes. Introduction : divisez les mots ! Lefilm« Leschoristes »alieuenFranceen1949. ClémentMathieuestprofesseurdemusiqueauchômage.Ilaccepteunemploidesurveillantdansuneécoleoùsontplacésdesgarçonsdifficiles. Extra extract : Mathieuserendcomptequelesenfantsontdavantagebesoindecompréhensionet delibertéetilformeunechoraleàpartirdesaclasse. 0 – 4.16 Extract: Cochez les choses que vous voyez : un drapeau des bijoux des gratte-ciels un syndicat d’initiative un nœud papillon un ouvre-boite un costume une rose Extra extract : 1. Le début du film a lieu dans quel pays ? 2. Comment dit-on «an urgent phone call from France» en français? 4.16 – 15.00 extract: Vrai ou faux ? 1. L’histoire commence le 15 janvier 1949. 2. Fond de l’étang veut dire « rock bottom. » 3. Il y a du soleil. 4. Le directeur est ancien joueur de piano. Extra extract : 1. Comment dit-on « ils sont comment, les gamins ? »? 2. Quand Clément rencontre Rachin il est quelle heure? 15.00 – 25.08 extract: Choisissez la bonne réponse. 1. Chaque élève doit écrire leur nom, leur âge et…. a. …leur adresse. b. …leur anniversaire. c. …le métier qu’ils aimeraient faire. 2. Clément a… a. …faim. b. …peur. c. …soif. 3. Le Querec aide… a. …le père Maxence. b. …Clément. c. …le directeur.

I use this PowerPoint to introduce the Subjunctive: It starts with 3 slides of examples where I elicit the English. Then it explains that: The subjunctive is not a tense, but an alternative form of the verb which has to be used in certain circumstances. The next slide states: Grammar books usually refer to it as the subjunctive mood as it often conveys a particular mood e.g. sadness, joy, anger, doubt, uncertainty. The following slide elicits the formation for regular verbs and the final slide introduces the je form of key irregular verbs. The students must match up the infinitive and the je form.

Metacognition/ Learning To Learn PowerPoint Description I led a School Improvement Group looking at Metacognition, or put more simply Learning To learn. I was concerned that my language classes were not developing efficient and effective ways to memorise new vocabulary and grammatical structures. As a consequence I created this PowerPoint presentation, which I have used with all my classes from years 7- 13 (UK)/ grades 6 to 12. I find it particularly powerful to show before assessments and show it regularly throughout the academic year! It starts with the powerful statement: Intelligence is not fixed or unchanging. We can build intelligence. I then ask the students to discuss how they learn vocabulary and grammatical structures. Then there are some examples of mnemonics in Lingala, Chinese and French, followed by a French grammar analogy. Finally there are 2 slides of ideas for the students to try (which you may wish to print out) such as: Practice testing * You MUST DO THIS! Test and be tested by a friend/family member/ yourself. Write a challenging quiz e.g Millionaire, zondle, Kahoot, Tiny Taps… Teach someone or something (teddy bear will do!). We remember 90% of what we teach others. You may wish to print out some slides for display or perhaps share ideas with parents. Enjoy!

Expressions: Je regarde la télé. (regarder) Je danse. (danser) Je joue sur une console. (jouer) Je surfe sur Internet. (surfer) J’écoute de la musique. (écouter) Je retrouve des amis. (retrouver) Je vais au cinéma. (aller) Je vais à la pêche. (aller) 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 (QFQs = Quick Fire Questions) before the teacher checks with the whole class. The next slides have each 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 "Qu’est-ce que c’est?" 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!