This battleships game (which can also be used as a lotto grid) helps students to practise their pronunciation of the alphabet. 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!

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

This is a pack of 14 PowerPoint slides of Spanish Tongue-twisters. I use these as a quick warmer activity at the beginning of lessons. I elicit the meaning and pronunciation of the words and then drill the students, gradually building up until we can say the whole tongue-twister. I challenge the students to say the tongue-twister 3 times in row as fast as they can and then ask for volunteers or choose individual students to say the tongue-twisters followed by praise and possibly awarding a house point! This is a great warm up activity that students of all ages love!

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 worksheet has 3 sections, the first is a word match for English and Spanish greetings. Vocabulary: 1. Hola. 2. Buenos días. 3. Buenas tardes. 4. Buenas noches. 5. ¿Qué tal? 6. ¡Fenomenal! 7. Muy bien, gracias. 8. Bien, gracias. 9. Bien. 10. Fatal. The next section is a complete the sentence challenge where certain letters have been removed. Make this more difficult by telling the students to cover up the Spanish words listed above. The next (extra) section involves unjumbling a group of words to find the correct greetings. Again, make this more difficult by telling the students to cover up the Spanish words listed above. Then there is an extension task to create their own crossword. Battleships: Vocabulary: 1. Hola. 2. Buenos días. 3. Buenas tardes. 4. Buenas noches. 5. ¿Qué tal? 6. ¡fenomenal! 7. Muy bien, gracias. 8. Bien, gracias. 9. Bien. 10. Fatal 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!

Worksheet Expressions: 1. Bonjour 2. Salut 3. Au revoir 4. Ça va? 5. Ça va très bien, merci 6. Ça va bien, merci 7. Ça va 8. Comme ci comme ça 9. Bof 10. Ça ne va pas 11. Et toi? 12. Tu t'appelles comment? 13. Je m'appelle… This worksheet has 3 sections, the first is a word match for English and French greetings. The next section is a complete the sentence challenge where certain letters have been removed. Make this more difficult by telling the students to cover up the French words listed above. The next (extra) section involves unjumbling a group of words to find the correct greetings. Again, make this more difficult by telling the students to cover up the French words listed above. Then there is an extension task to create their own comic strip. Battleships Expressions: Bonjour! Ça va? Salut! Ça va? Bonsoir. Ça va? Je m’appelle ***. Ça va? Ça va très bien, merci. Ça va bien, merci. Ça va. Comme ci comme ça. Bof. Ça ne va pas/ ça va mal. 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. Enjoy! Song: 1 slide PowerPoint: Salut! Salut ! salut! Salut ! Comment vas-tu ? Ça va bien ; donc, à demain. Salut ! Salut ! (tune =  Hi-Ho: Snow White and the Seven Dwarfs). 

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.

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 worksheet practises the possessive adjectives: mon, ma, mes, ton, ta, tes and son, sa, ses. It starts with short translations for mon, ma and mes e.g. We use mon to talk about someone or something masculine: e.g. Je mets mon pull = _________________________________________. Then the students must fill in a table eliciting ton, ta tes and son sa, ses. The next exercise tells students to: (i) Underline all the possessive adjectives in the following 4 sentences. (ii) Translate the sentences into English Example sentence: 1. Je mets mon pull noir, mon sweat bleu, mes chaussettes rouges et mes baskets blanches = Finally there is an extension task to write 7 of their own sentences. I use these matching cards having taught clothes, colours and possessive adjectives to revise this vocabulary and grammar. Stronger students will be challenged by the range of tenses and adjectives. Expressions: Quand je vais au collège je mets ma chemise blanche. Quand il y a du soleil je porte mes lunettes de soleil. Quand je vais chez mes grands-parents je porte ma robe rouge. Je préfère mes chaussures vertes car elles sont très confortables. Quand il pleut nous mettons notre anorak jaune. Hier j’ai porté mon short bleu car il y avait du soleil. Demain je vais mettre ma casquette bleu-clair car j’aime le look décontracté. Ma sœur porte son tee-shirt marron et son jean car c’est très confortable. Hier nous avons porté une cravate; c’était pratique mais un peu moche. 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 love this activity! It can be used as a quick warmer when you have taught colours or a quick warmer at any time to put a smile on the students’ faces and really get their brains going! I give the student 2 minutes to “read” the first slide in Spanish or alternatively I ask them to time themselves reading the colours in Spanish as quickly as possible. I then show them the second slide, where they have to say the colour each word is written in in Spanish and challenge them to complete this in 2 minutes of beat their first time – they never do! Then I ask for volunteers to show off how fabulous they are or I pounce on an unsuspecting “volunteer”! Enjoy! Stroop test definition: In psychology, the Stroop effect is a demonstration of interference in the reaction time of a task. When the name of a color (e.g., "blue", "green", or "red") is printed in a color not denoted by the name (e.g., the word "red" printed in blue ink instead of red ink), naming the color of the word takes longer and is more prone to errors than when the color of the ink matches the name of the color. The effect is named after John Ridley Stroop, who first published the effect in English in 1935.

To help my A Level students to consider French stereotypes I show them the fabulous Cliché! by Cédric Villain on YouTube and ask them to complete the worksheet. I have been pretty sneaky in the wording of the questions to test a range of vocabulary and grammatical structures! Examples of questions. 1. a. La plupart des Français ne portent que des rayures, un foulard rouge, un béret et une baguette. b. Tous les Français portent des rayures, un foulard rouge, un béret et une baguette. c. Les Français portent souvent des rayures, un foulard rouge, un béret et une baguette. 2. a. Les Français n’habitent qu’à Paris ou sur la Côte d’Azur. b. La moitié des Français vivent à Paris. c. Beaucoup des Français demeurent à Paris ou sur la Côte d’Azur. 3. a. Quelques Français ont une vue de la Tour Eiffel. b. La majorité des Français ont vu la Tour Eiffel. c. Tous les Français peuvent voir La Tour Eiffel de chez eux.

Expressions: Je me réveille. Je me lève. Je me douche. Je me brosse les dents. Je me lave. Je m’habille. Je prends le petit déjeuner. Je me couche. 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! The song is on one PowerPoint slide and is sung to the tune of jingle bells: Je me lève, je me lave, je me brosse les dents. Je m’habille, je fais pipi et je quitte la maison. OH ! A huit heures je prends le bus et je vois mes amis. Puis j’arrive au collège à huit heures et demie !

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

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. Phrases: Asseyez-vous. Levez-vous. Levez la main. Travaillez avec votre partenaire. Prenez un stylo. Ouvrez les cahiers. Pour les devoirs…. Écrivez. Lisez. Parlez. Écoutez. Rangez vos affaires. 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 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! There is also a fanfold to help the students to learn the phrases. They fold over the sheet of paper so they can only see the English and try to write the French. They then open up the sheet and make any corrections. Then they fold over the sheet of paper so they can only see the French and try to write the English. They then open up the sheet and make any corrections. They continue writing and folding until they have filled in the whole sheet. By this time they have hopefully memorised all the phrases!

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 !

These cards can be used as a warmer / starter activity to revise a range of vocabulary and tenses. Expressions: Bonjour. Comment tu t’appelles? Je m’appelle Amélie. Où habites-tu? J’habite à Camberley, près du centre-ville. Décris-moi ta famille. J’ai une femme qui s’appelle Isabelle et deux fils qui s’appellent George et Thomas. Qu’est-ce que tu aimes faire pendant tes temps libres ? J’adore faire du jardinage et je lis dans le jardin quand le temps est ensoleillé. Qu’est-ce que tu as fait le week-end dernier ? Je suis allée en ville où j’ai acheté beaucoup de vêtements. Qu’est-ce que tu vas faire demain soir ? Je vais sortir avec mes amis. Nous allons probablement voir un film. Qu’est-ce que tu ferais si tu gagnais à la loterie ? J’achèterais une grande maison à la campagne et une voiture très chère. Qu’est-ce que tu feras pour tes vacances ? J’irai en Espagne avec ma famille. Qu’est-ce que tu fais comme métier ? Je travaille comme secrétaire à temps partiel. Je l’adore ! 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 spread out the 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!

This worksheet is accompanied by a PowerPoint so students can speedily mark their work! All: The first sections asks students to write in the English for the following colours: Jaune Bleu/ bleue Blanc/ Blanche Gris/ Grise Marron/ brun/ brune Noir/ noire Rouge Vert/ verte Orange Violet/ violette Rose They then complete the little colour-by-numbers activity. The students answer the following questions in their own words: Colours are adjectives (describing words). Why there are sometimes 2 ways to say a colour e.g. noir, noire? ________________________________________________________________ Why is there sometimes only 1 way e.g. rouge? ________________________________________________________________ Which colours are irregular and do not follow either pattern? ________________________________________________________________ Most: There is a divide the words activity – drawing lines between the individual colours. Rougevertjaunebleuroseorangenoirblancbrunmarronviolet Then there are 4 unjumbling questions e.g. 1. terv = _________ 2. lebu = _________ Then there are 4 colour combining questions e.g. 1. rouge + blanc = _________ 2. bleu + jaune = __________ Some: Combines colours and classroom objects with a gap-fill of 8 questions e.g. Une trousse bl_________ Un crayon ro_________ U___ li_______ bl_________ U____ cahier ma_________

Expressions: Descanso. Me baño en el mar. Tomo el sol. Voy de paseo. Voy a discotecas. Monto en bicicleta. Saco fotos. Hago surfing. Hay mucho para los jóvenes. Hay pistas de tenis. Hay un campo de fútbol. This presentation presents what people do on holiday in Spanish using the present tense. The first slides have different activities in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. There is then a "beat the teacher" game 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! Finally use the last slide to pounce on students asking ¿Qué es?

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

Astérix et la surprise de César. This differentiated worksheet has a range of activities. Run through the questions, play the clip and check the answers. Timings are on the sheet. Each section has an Extra set of questions to stretch stronger students. I play the film with the French subtitles for the hard of hearing. Extract: 0 – 3.30 minutes. Cochez les choses que vous voyez ! une colline un feutre une araignée un soldat un village une limonade une maison une mouche Extra extract: 1. Comment dit-on «Astérix is here» ? 2. Comment dit-on «these romans» ? 3.30 – 11.35 extract: Vrai ou faux ? 1. Un cerf mange des fleurs. 2. Astérix et Obélix chassent des sangliers. 3. Les éléphants apportent des cadeaux pour César. 4. César est sympa. Extra extract : 1. Comment dit-on «your glory»? 2. Comment dit-on «the richest man in Rome »? L’homme le plus riche de Rome. 11.35 – 23.08 extract: Mettez les phrases dans le bon ordre. Le druide fait une potion magique. Les Gaulois et les Romains se battent. Idéfix regarde une grenouille.