This 19 slide Thanksgiving assembly, tutor/ form time/ PSHE presentation aims to show the students how fortunate they are and to consider the problem of food waste. I have used colourful images and animations and kept text to a minimum. There are several opportunities for audience participation, pairwork, groupwork and class discussion. The first slide has a teaser to get the students thinking. There are pictures of wheat, sugar cane, sugar beet, a chicken, a cow and some strawberries. The students have to think what the connection could be. Encourage the students to be imaginative in their responses! The second slide shows the link: the origin of ingredients to make a Victoria Sponge Cake! Slide 3 asks How much do you THINK about the food you eat? Slide 4 states: Thanksgiving is celebrated in North America to give thanks for the harvest. In the past lives depended on its success. George Washington proclaimed the first nationwide thanksgiving celebration on November 26th 1789. In modern times the President of the United States, will "pardon" a turkey, which spares its life! Slide 5 states: Harvest Festivals are celebrated around the world such as…. Slides 6 – 8 name and have pictures of 3 festivals: The Blessing of the Sea in Greece, The Rice Harvest in Bali, Indonesia and Harvest Festival in the UK. Slide 9 states: These festivals focus on giving thanks and being grateful for the food on our plate. Slide 10 asks: How much do you THINK about the food you eat? Here is some food for thought… Slide 11 states: These days we import food from all over the world. If our crops fail we can still eat. Slide 12 states: Other people are not as fortunate. Today, famine is most widespread in Sub-Saharan Africa. It is caused by many factors such as drought, crop failure and war. It is also influenced by climate change. Slide 13 shows a picture of a mountain of food and says: Here is a bumper crop. However, the following 2 clicks give the following information: Hang on………this is actually food waste. Slide 14 shows the famine picture beside the food waste picture and asks: How do these pictures make you feel? Slide 15 shows an infographic giving information about food waste in the USA. Slide 16 states: Fortunately there are many individuals and groups who are doing something about food waste. For example: • Donating to food banks. • Composting. • Encouraging shops to stock “ugly” produce. There are probably locally-run groups in your area which you may want to research and perhaps even support as a school. Slide 17 asks: Do you waste food? What can you do to reduce your waste? Slide 18 says: This Thanksgiving take a moment to think about how lucky we are and what you can do to help others…. Slide 19 says: …including the chef! On this slide is the quotation: cooking with love provides food for the soul. Enjoy!

Battleships Expressions: Pour aller aux magasins ? Pour aller au musée? Pour aller à la poste ? Pour aller au syndicat d’initiative ? Pour aller à la librairie ? Pour aller à l’hôtel de ville ? Vous allez tout droit. Vous tournez à gauche. Vous tournez à droite. Prenez le bus numéro 15. Traversez les feux et le pont. Prenez la première rue à droite. Prenez la deuxième rue à gauche. Battleships Game Firstly I ask the students to work independently in pairs to translate the expressions and discuss the 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. 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! French - English Cards: Prepositions, Directions & Places. Expressions: Continuez jusqu’au carrefour. C’est tout près d’ici. L’arrêt de bus se trouve en face de la gare routière. La patinoire est devant le commissariat. Le syndicat d’initiative est à coté de la pharmacie. L’hôtel de ville est devant la boulangerie. Le stade est entre l’église et la piscine. La bibliothèque est au bout de la rue. Le café est à gauche de la librairie. Au coin de la rue il y a une charcuterie. 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. Level 3 = As Level 2 but questions from English to French. Then play pelmenism/ slap the card.

As there are many cognates I have included different countries, cities and tenses to increase the level of challenge for stronger students. This PowerPoint presents the following expressions. Je vais à Bruxelles à vélo. Je vais au Portugal en voiture. Nous allons au Danemark en taxi. Je suis allé(e) à Londres à pied. Je ne suis jamais allé(e) en Allemagne à moto. Je suis allé(e) à Athènes en avion. Je vais aller aux Etats Unis en aéroglisseur. Nous sommes allé(e)s aux Pays-Bas en bateau. J’aimerais bien aller en Suisse en car. Nous sommes allés à Lisbonne à mobylette. Je vais à Paris en Eurostar. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. All: translate the transport. Most: Also translate the country/city. Some: Also translaate and identify the verb/tense. The next 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! Finally there are "what's missing?" slides. English - French Dominoes Expressions: Je ne vais pas voyager à mobylette. Je prends le bus car c’est pratique. J’aime prendre la voiture car c’est vraiment bien. J’adore prendre le métro car c’est rapide. J’ai voyagé en bateau car ce n’est pas cher. J’aimerais prendre l’avion car c’est rapide. Je vais voyager à moto. Je voudrais prendre le train. Nous sommes allés à Bruxelles en car. Nous allons à pied car c’est bon pour la santé. Je n’ai pas voyagé en taxi. Je ne voyage pas en Eurostar. These matching cards can be used either to elicit the modes of transportation or to revise previous learning. You may choose to have different levels of challenge. For example, Level 1 = line up the dominoes and discuss the pronunciation. Level 2 = As level 1 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 the students can play 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!

French PowerPoint Presentation: Infinitives The first slide revises what the infinitive is and elicits examples. The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Presentation and Battleships Expressions (please see Battleships instructions for another product - I can't fit it on the word count here!!): J’aime surfer sur Internet. J’adore retrouver des amis. Je n’aime pas regarder la télé. J’adore écouter de la musique. Je préfère aller au cinéma. Je vais aller à la pêche. Je peux danser. The next slide s 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! Then there are "What's missing?" slides. Worksheet: Infinitives: Qu’est-ce que tu aimes faire avec tes copains? First task: English to French match up. Key expressions covered: 1. J’aime jouer au foot. 2. J’aime aller à la pêche. 3. Je préfère regarder la télé. 4. Je préfère jouer à l’ordinateur. 5. J’adore faire de l’équitation. 6. J’adore faire des courses. 7. J’adore faire du vélo. 8. J’adore aller au McDo. 9. Je n’aime pas écouter de la musique. 10. Je n’aime pas aller à la piscine. 11. Je déteste aller au cinéma. Answers: 1 = C 2 = G 3 = I 4 = K 5 = E 6 = H 7 = D 8 = J 9 = F 10 = A 11 = B Second task: extended sentences unjumbling phrases e.g.J’aime faire de l’équitation car c’est super ! Questions and answers: l’équitation c’est j’aime car super faire de ! J’aime faire de l’équitation car c’est super! du j’adore car amusant faire sport c’est ! J’adore faire du sport car c’est amusant! aller ennuyeux au je cinéma c’est car déteste Je déteste aller au cinéma car c’est ennuyeux. préfère en aller je c’est formidable ville car ! Je préfère aller en ville car c’est formidable! n’aime car jouer l’ordinateur nul je pas à c’est Je n’aime pas jouer à l’ordinateur car c’est nul. Extension task 1: Students write sentences based on picture cues. Extension task 2: Create a paragraph using other phrases with the infinitive.

This colourful and fun PowerPoint presentation teaches adjectives to describe school subjects and teachers. Vocabulary: Es aburrido/a. Es bueno/a. Es divertido/a. Es difícil. Es fácil. Es útil. Es inteligente. Es interesante. Es relajante. Es simpático/a. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. It includes a beat the teacher game and a ¿Qué es?slide to check learning. Beat the teacher is played by the teacher pointing to a picture and saying 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! Battleships Instructions The students love this competitive and fun game! Vocabulary: El inglés es aburrido y Los profesores son buenos y La informática es útil y La música es fácil y El español es divertido y El profesor es inteligente y el instituto es bueno. la geografía es difícil. las matemáticas son aburridas. la tecnología es relajante. los alumnos son simpáticos. 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! Enjoy!

The students must match the masculine card (with English translation in brackets) with the feminine card. This is pretty straight-forward so give plenty of time for peer questioning (see Levels 2 and 3 below). I also give the students a copy of the sheet so they can use the cards for self-testing and revision. Masculine adjectives: Bas (low) Blanc (white) Bon (good) Bref (brief/ short) Complet (complete) Doux (soft) Faux (false) Favori (favourite) Frais (fresh) Gentil (kind) Long Public (public) Sec (dry) 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 peer questioning from masculine to feminine and vice versa. Level 3 = As Level 2 and challenge each other to remember as many as possible. 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 masculine cards to one side and spread out the feminine cards in front of them. I then say the masculine and the students compete to touch the correct feminine 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!

Day of the Dead! Día de los Muertos Activities. These activities should take a whole lesson and could be extended into homework. Students will learn cultural facts and vocabulary such as: un cementerio une tumba una ofrenda unos cempasúchiles unos juguetes unos angelitos el pan de muerto unas calaveras una catrina Start by showing the PowerPoint: I have written in English, adding in the Spanish vocabulary and have tried to keep words to a minimum. I have aimed to include vibrant and interesting images and animations to fire the students’ imaginations! This should take about 10 minutes. Then either show the YouTube link to the gorgeous 3 minute animation of La Día de los Muertos or give the students the worksheet to complete as they watch. You may wish to play the animation twice. Finally use the last sheet to help the students respond creatively to what they have learnt by creating a Spanish acrostic, a calligramme or a poem. These will make beautiful displays!

This differentiated role play is entitled: Les choses que j’aime faire. Example questions and model answers: A. Qu’est-ce que tu aimes faire comme passe-temps ? B. Ma passion c’est le foot/ le tennis/ la natation/ le netball/ le ski/ la boxe/la lecture/ l’équitation/ car/parce que à mon avis/ je pense que/ je trouve que c’est très/ assez/un peu/ plutôt/ extrêmement/ incroyablement/ vraiment amusant(e)/ délassant(e)/intéressant(e). A. Quand est-ce que tu en fais ? B. J’en fais tous les jours/ deux fois par semaine/ tous les week-ends/ tous les vendredis. Other questions: A. Aimes-tu faire de l’équitation/ de la natation/ les devoirs/ les magasins ? A. Aimes-tu jouer au foot/ au tennis/ au rugby/ au netball/ au basket/ du piano/ de la violon ? Extra extension questions and model answers for stronger students: A. Qu’est-ce que tu as fait le week-end dernier, c’était comment ? B. Le week-end dernier j’ai joué au foot/ au tennis/ au rugby/ au netball/ au basket/ du piano/ du violon j’ai fait du ski/ du vélo/ du VTT/ de la natation/ de l’équitation j’ai lu un livre/ travaillé à l’ordinateur. C’était chouette/ génial(e/ nul(le). A. Qu’est-ce que tu vas faire le week-end prochain, ce sera comment ? B. Le week-end prochain, je vais faire du ski/ jouer au foot/ faire mes devoirs ce sera chouette/ génial(e/ nul(le).

Vocabulary presented: le français. L’anglais. L’espagnol. L’allemand. L’arabe. Les maths. L’informatique. La géographie. L’histoire. La religion. La musique. L’art dramatique. Le dessin. La technologie. Le sport/ l’EPS. Les sciences: la chimie. Les sciences: la physique. Les sciences: la biologie. As there is a lot of vocabulary I have presented it in 2 groups, each followed by graded questioning. The first slides have the phrase and a picture for each of the first 7 subjects. Use this to elicit the pronunciation, the English and to drill. Then there are "what's missing?" slides. Then the next 11 phrases are presented followed by multiple choice slides and a Qu’est-ce que c’est? slide. 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! Battleships: Expressions: J’adore le/ la/ les Je déteste le/ la/ les Ma matière préférée, c’est Je suis fort(e) en Je suis faible en Je suis nul(le) en dessin (le) français (le) sport (le) géographie (la) histoire (l’) musique (la) maths (les) Instructions Firstly I ask the students to work independently in pairs to translate the expressions and discuss the 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. 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. During the game I circulate the classroom checking pronunciation.

Vocabulary presented: J’ai un stylo. J’ai un crayon. J’ai un cahier. J’ai un livre. J’ai un taille-crayon. J’ai un classeur. J’ai un sac. J’ai un dictionnaire. J’ai une règle. J’ai une trousse. J’ai une gomme. J’ai une calculatrice. J’ai des ciseaux. J’ai des feutres. J’ai des tennis. 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 check the pronunciation, the English, whether the noun is masculine or feminine and to drill. As there are quite a lot of items I have divided them into 2 groups, starting with the first 7 items. The next section of slides have multiple choice questions. Then there are "Qu’est-ce que c’est?" slides. Then I have added slides of the next 8 phrases and pictures, followed by multiple choice questions and "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! Battleships Expressions: I have added in a range of tenses and other expressions to challenge and stretch the students. Je voudrais un crayon Je n’aime pas mon taille-crayon J’ai besoin d’une règle J’achète des ciseaux Je n’ai pas de classeur j’ai quinze dictionnaires ! je vais acheter un bâton de colle. je n’ai pas de feutres. j’ai acheté une calculatrice. j’ai oublié mes tennis. J’ai perdu ma trousse.

As cities and countries are very straight-forward I have built in a range of verbs to increase the level of challenge. Expressions: Je vais à Londres en Angleterre. Je suis allé(e) à Édimbourg en Écosse. Je vais à Swansea au Pays de Galles. Je voudrais aller à Dublin en Irlande. Nous allons à Berlin en Allemagne. Je vais visiter Athènes en Grèce. Je suis allé(e) à Berne en Suisse. 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! Slide 27 can be used for revision in the following lesson. The Millionaire game test whether the students remember to use à, en or aux + country/ city. I give the students mini-whiteboards to play this. As an extension ask the students to translate the initial phrase and identify the tense. E.g Slide one question: Je vais… Options: à Bruxelles. en Bruxelles. au Bruxelles. aux Bruxelles.

There are 3 resources: 1. A "discussion mat" of general phrases for lively debate including: Tu es d’accord? = Do you agree? Je suis d’accord = I agree Je ne suis pas d’accord = I disagree Attend! = Wait! C’est ridicule! = That’s ridiculous! Tu es fou/folle?! = Are you crazy?! Ce n’est pas juste = It’s not fair! Tu plaisantes? = You must be joking/ are you joking? Check the pronunciation of these expression first. 2. A template to give opinions of clothes (colours included). Opinions: moche(s) démodé(e)(s) cool joli(e)(s) chic sophistiqué(e)(s) décontracté(e)(s) habillé(e)(s) pratique(s) sportif/ive(s) I ask the students to discuss the translation and pronunciation of these expressions. Extension: discuss and/or look up additional opinions. 3. A PowerPoint of various outfits. Simply pair up/ group the students (I find similar abilities work best together for this activity) and give them 1 minute to debate the outfits. Encourage the stronger students to come up with spontaneous phrases and to ask you for additional vocabulary/ phrases as necessary. It takes a little while to set this up thoroughly, but I loved watching the students expressing a range of opinions and really engaging with the material!

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!

PowerPoint: I use this resource to present Christmas vocabulary. Vocabulary presented: la crèche un sapin de Noël. le Père Noël un cadeau de Noël un ange une dinde un chant de Noël un renne un bonhomme de neige The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. 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 next section of slides have multiple choice questions. Then there are "what's missing?" slides. Jingle Bells: I use this for a bit of a sing-song in my French Christmas lesson. The slide has the following lyrics from Vive Le Vent (Jingle Bells): Vive le vent, vive le vent, vive le vent d'hiver; qui s'en va sifflant, soufflant dans les grands sapins verts. Oh! Vive le temps, vive le temps, vive le temps d'hiver. Boules de neige et jour de l'an et bonne année grand-mère. I talk the students through the lyrics, then drill them singing each line and put it together for a fun 10 minute activity. I usually get the boys to compete with the girls too! The slide can be printed out too. Enjoy! Lotto: This is a simple lotto game practising the numbers 1-20. Students choose 4 numbers and then I go through the PowerPoint, counting the number of different festive items with the students in French. * Note I count the carol singers as 6! Please note this doesn't cover all the numbers from 1-20, but when I've played it with my classes I've had a winner in all but 1 game!

I teach this after teaching the Future Tense. Expressions: Si j’étais riche j’achèterais une grande maison à la campagne. Si j’étais riche je conduirais une ferrari! Si j’étais riche je boirais du champagne tous les jours! 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. It is differentiated as follows: All: translate the sentences below. What is the stem? What does this remind you of? What is the ending? Most: Match the subject pronouns: je, tu, il/elle/on, nous, vous, ils/elles and the endings: aient, ais, ait, ions, ais, iez. Some: Which tense has the same endings? QFQs! * QFQs = Quick Fire Questions: here the students quiz each other. The next slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the rules and to drill. Slides 6 and 7 consider the stem and endings. Battleships Expressions: Si j’étais riche Si je gagnais à la loterie Si j’étais célèbre Si je n’avais pas tant de devoirs Si j’avais plus de temps libre j’irais aux Etats-Unis. je ferais de la planche à voile. je viendrais chez toi. je serais très content(e). je sortirais tous les soirs. je pourrais faire les magasins. 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 before playing. 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. Lesson Starter Expressions Include: Si j’étais riche j’habiterais une grande maison à la campagne. J’achèterais un avion et un bateau. Je boirais une bouteille de champagne par jour. Extra: Unjumble. Si j’étais riche je ferias de la planche à voile tous les jours. Si je gagnais à la loterie j’achèterais beaucoup de vêtements très chers! The first sheet has the answers. Cut the second sheet into 3. Give the students a sheet. They draw lines between the individual words and longer lines between the sentences. There is an extension task to unjumble sentences for stronger students.

There are 5 sets of matching cards; one for each Act. I use these cards as a warmer whereby students have to match the quotations with the correct characters to help the students to memorise key quotations for their essays and to remember the plot of the play. Examples from Act 1: J’entre gratis. = Un cavalier. J’ai soustrait à mon maître un peu de luminaire. = Un laquais. Jour de Dieu ! Et penser dans une salle pareille Qu’on joua du Rotrou, mon fils. = Le bourgeois. Act 2 examples: Examples: Ciel! Mes livres vénérés! Les vers de mes amis! Déchirés! Démembrés! = Ragueneau Quelle heure est-il? = Cyrano Qu’avez-vous à la main? = Lise Ouverts à coups d’épée, huit malandrins sanglants illustraient les pavés. = Deuxième poète 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 quotation cards and the student must say the character from memory. Level 3 = As Level 2 but the quick fire questions are to say the quotation. 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 names cards to one side and spread out the quotation cards in front of them. I then say the character and the students compete to touch the correct quotation card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. The game can of course be played the other way around. The students love this game!

I made this flowchart to help my students form the perfect tense for regular past participles, irregular past participles, verbs that take être and negatives. The second slide also includes reflexives. I thought it would be great to create a Perfect Tense machine, hence the Perfectatron! I print out a colour copy for each student to stick in their books. You may wish to use this with my Perfectatron Challenge Worksheet. The Perfectatron Challenge! This sheet should be completed using the Perfectatron with avoir, être and negatives. Students work through the following challenges, then we check them together as a class. All: I entered (m)= ______________________________ I fell (f) = ______________________________ You (informal, m) arrived = ______________________________ He went = ______________________________ She went = ______________________________ We went out (mixed group) = ______________________________ They stayed (group of girls) = ______________________________ They entered (mixed group) = ______________________________ I read = ______________________________ He said = ______________________________ They drank = ______________________________ We learnt = ______________________________ She saw = ______________________________ I watched = ______________________________ You (formal/plural) finished = ______________________________ He played = ______________________________ She listened to = ______________________________ We chose (choisir) = ______________________________ Most: Create complex sentences using: MRS VAN DER TRAMP verbs: ______________________________¬¬¬¬-_________ Irregular verbs with avoir: ______________________________¬¬¬-_______________ Regular verbs with avoir: ______________________________________________ Some: Create a complex, negative sentence for: MRS VAN DER TRAMP verbs: ______________________________¬¬¬¬-_________ Irregular verbs with avoir: ______________________________¬¬¬-_______________ Regular verbs with avoir: ______________________________________________ Mega Challenge: See some, but now using a range of tenses, adjectives and opinions. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I use these matching cards with my Year 12 students to build vocabulary associated with the stresses and strains of A Level studies. Expressions: On nous fait travailler comme des fous! Il est possible que je doive redoubler ma première. Je suis complètement obsédé par mes notes! C’est l’angoisse totale quand le prof me rend un contrôle. J’aimerais bien que les programmes soient moins chargés. Mes parents ne veulent pas que je prenne cette filière-là. Je suis hyper stressé(e) ! J’ai un trac fou à chaque fois qu’il faut passer un examen. 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!

Expressions: Un dessin animé. Un jeu. Une émission sportive. Une émission pour les jeunes. La météo. Les informations. Un documentaire. Un film. Un feuilleton. 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 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 phrases where you can ask: Qu’est-ce que c’est?. 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! Battleships: Expressions: J’aime la météo parce que c’est intéressant, J’adore les feuilletons car c’est super, J’aime bien les informations parce que c’est intéressant, Je regarde les documentaires, c’est génial, Je préfère les dessins animés, c’est amusant, par contre je déteste les films. mais je n’aime pas les jeux. par contre les émissions de sport, c’est nul ! mais je déteste les émissions pour les jeunes. Battleships Game 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.

The 4 slide PowerPoint elicits and explains what the infinitive and conjugation are and then the conjugation of avoir. Expressions: J’ai une trousse et Tu as un taille crayon et Il a une règle et Elle a des ciseaux et On a des feutres et Nous avons des bâtons de colle Vous avez des classeurs et Ils ont des calculatrices et Elles ont des sacs et j’ai les yeux bleus. tu as les yeux noisette. il a les yeux verts. elle a les cheveux blonds. nous avons les cheveux longs. vous avez les cheveux frisés. ils ont un chat. elles ont un frère. Battleships Game 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 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. During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Matching Cards: Expressions: J’ai deux sœurs. Tu as les cheveux blonds. Il a un grand chien. Elle a une voiture. On a un cheval. Nous avons une belle maison. Vous avez un poisson rouge. Ils/Elles ont les cheveux marron. 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 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 = The quick fire questions are from English to Spanish. Then play pelmenism.