Expressions: Avant de faire mes devoirs Avant de quitter la maison Avant de manger le déjeuner Avant de me coucher Avant de voyager autour du monde je m’étais levé(e) tôt. j’avais fait la vaisselle. j’avais lu une bande dessinée. j’avais vu les actualités. je m’étais lavé(e). Battleships Game Instructions The students love this competitive and fun game! I use this battleships game (which can also be used as a lotto grid) to help students to practise their pronunciation and to reinforce new vocabulary and grammatical structures. Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

This battleships game can also be used as a lotto grid. Expressions: Céline? Je l’ai vue et Béatrice ? Je l’ai rencontrée et Nabila ? Je l’ai invitée et Mathilde? Je l’ai perdue et Les devoirs de Lara ? Je les ai finis et Le dîner d’Alice ? Je l’ai cuisiné et je lui ai offert un cadeau. je lui ai parlé. je lui ai envoyé un texto. je lui ai prêté de l’argent. je lui ai écrit une lettre. je lui ai conseillé de ne pas sortir. je lui ai promis de l’aider. Battleships Game Instructions The students love this competitive and fun game! I use this battleships game (which can also be used as a lotto grid) to help students to practise their pronunciation and to reinforce new vocabulary and grammatical structures. Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

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

This PowerPoint should be used in conjunction with the French - English matching cards (which can then be used for revision in the next lesson). The PowerPpoint elicits the formation of the Present, Perfect and Future Passive Voice. Examples of phrases on cards: Les émigrés sont souvent exclus. Immigrants are often excluded. Les papiers sont signés. The documents are signed. 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!

These matching cards can be used to practise groupings of masculine and feminine nous. For example: FEM Continents, countries & rivers. matches with: L’Asie, la Suisse, la Thamise (but not Le Mexique, Le Rhone). FEM Fruits & vegetables. Matches with : Une carotte, une betterave, une poire. 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 whereby 1 student closes their eyes and their partner reads out the example cards and their partner must say the category from memory. Level 3 = As Level 2 but the quick fire questions are more challenging with one student saying the category and their partner saying the examples. Following checking you can play pelmenism.

This information sheet presents the following information: Example EXTRACT: Plural of nouns. Normally we add an “s” e.g. un livre des livres. Nouns which end in s, x, z add nothing. e.g. un bois des bois. une vis des vis. Nouns ending –eau, -au and -eu add an "x" e.g un cadeau des cadeaux. un tuyau des tuyaux. The following nouns ending in –ou add an “x”: Un bijou des bijoux. Un caillou des cailloux. Un chou des choux. Others form the plural with –s e.g. un clou des clous. Nouns ending in –al and -ail form their plural in –aux. Un cheval des chevaux. But not un bal, un carnaval, un festival, un detail, un éventail where you add an “s” Watch out! Un œil deux yeux. Compound Nouns. Generally, verb + noun either add nothing (inv) or an “s” is added to the second part: e.g. un porte-crayon des porte-crayons. If the compound is of two nouns, both parts are made plural. e.g. un chou-fleur des choux-fleurs.

I use this odd one out activity with my Year 12 and 13 students to check their knowledge of whether nouns are masculine or feminine based on their endings. This includes both regular nouns which follow patterns such as feminine nouns usually ending -tion and irregular nouns. The first slide has 7 groups of 4 nouns from which the students have to identify the odd one out. Beyond the grammatical rules I also invite the students to think outside the box and come up with alternative answers! Examples: obstacle chômage combinaison fardeau combinaison = fem tension fonction philosophie collège collège = masc problème réflexion mystère rejet réflexion = fem

This 9 slide PowerPoint elicits the use and formation of the Imperative and covers all the information required up to A level: Formation. Let's *** Irregular Verbs. Reflexives (including negatives). Imperatives with object pronouns. Use of the infinitive on instructions. Expressions: Finis ta boisson et N’oublie pas de te laver les mains et Allez tout droit et Allons acheter des glaces et Sois gentil(le) et ne les touche pas ! ne te lève pas. lève-toi. apporte-le-moi. réveille-toi. *ouvrir ici. Battleships Game Instructions The students love this competitive and fun game! I use this battleships game (which can also be used as a lotto grid) to help students to practise their pronunciation and to reinforce new vocabulary and grammatical structures. Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

This short 4 slide PowerPoint can be used to elicit the formation of the Future Perfect tense. You may wish to follow this with my Battleships Game to re-enforce the learning. Battleships Expressions: Quand j’aurai fait mes devoirs Lorsque nous aurons joué au tennis Dès que vous serez retourné(e)(s) de vacances Aussitôt que tu auras écrit la lettre Une fois que j’aurai bu mon café je me coucherai. j’aurai faim. mon frère fera du VTT. nous irons en ville. ils feront les magasins. je serai fatigué(e). Battleships Game Instructions The students love this competitive and fun game! I use this battleships game (which can also be used as a lotto grid) to help students to practise their pronunciation and to reinforce new vocabulary and grammatical structures. Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

The first slide has 7 sentences which the students must unjumble. They could do this in teams or individually. The second slide has the answers. This is really challenging and lasts around 10-15 minutes - enjoy! The task is differentiated as follows: Tout le monde: Écrivez les phrases dans le bon ordre. La majorité: Traduisez les phrases en anglais. Quelques personnes: Écrivez les phrases au passé composé. Examples: Li rai ne ecasAl Il ira en Alsace Uosv rzeef ed al aneplch à eovil Vous ferez de la planche à voile Llee renm’vera nu MSS Elle m’enverra un SMS * Please note I do not include the Perfect Tense answers in the PowerPoint - I discuss these with the students.

This simple 5 slide PowerPoint elicits the formation of the Conditional Perfect Tense. My students found this a challenging 15 minute warmer activity to test their knowledge of the conditional perfect tense. I gave out mini-whiteboards and gave them 20 seconds to choose the correct answer. Choisissez la bonne phrase au conditionnel passé A. J’aurais fini B. J’aurait fini C. J’aurais finie D. J’aurai fini Enjoy!

The students must put the cards into the correct order. Examples of expressions on cards: Si je faisais un plus grand effort je réussirais à mes examens. Si j’étais riche j’achèterais une maison secondaire. Si j’avais une sœur nous serions les meilleures amis. Si je n’avais tant de travail, je sortirais ce soir. Nous voudrions passer.... You may choose to have different levels of challenge. For example, Level 1 = line up the cards and discuss the pronunciation. Level 2 = line up 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 you can play 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!

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!

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.

I use this 15 minute warmer activity either with mini-whiteboards or putting the students in teams. I use it with my Year 12 and 13 students. The first slide has 6 groups of 4 adjectives. The students have to choose the odd one out. Whilst I have specific odd adjectives out in mind (see slide 2 for the answers), I encourage the students to be creative and think outside the box! This tests students knowledge of regular rules, irregular adjectives and word order. Examples: beau mauvais gentil intéressant intéressant follows the noun! jeune allemand vieux nouveau allemand follows the noun! grande petite rouge importante rouge, because the others are made feminine by adding an “e”, rouge already has one! Enjoy!

I hope your students enjoy this colourful Halloween PowerPoint which I have created using some eye-catching animations! Expressions: Un fantasma. Una bruja. Un extraterrestre. Un esqueleto. Un vampiro. Un monstruo. Un murciélago. Una calabaza. 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!

I hope your students enjoy this colourful Halloween PowerPoint which I have created using some eye-catching animations! Expressions: Un fantôme. Une citrouille. Une chauve-souris. Un monstre. Un vampire. Un squelette. Un extra-terrestre. Une sorcière. 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!

I use these dominoes with my Year 11 and 12 students to revise the word order of adjectives and key irregular adjectives. Expressions: La vieille dame. Une belle voiture verte. Une grande chemise blanche. Un petit chat gris. Une courte jupe bleu-clair. J’ai acheté un nouvel ordinateur. Ma propre maison. Ma maison propre. Mon pauvre ami. Mon ami pauvre. Ces chers enfants. Un article cher. J’ai les yeux noisette. 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 there is a fun 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 these matching cards to build general vocabulary on the topic of education with my Year 12 students. Expressions: Le programme est très chargé. La permanence. Le baccalauréat/ le bac Un brevet. La seconde, la première, la terminale. Les grandes écoles. Une épreuve. S’inscrire à l’université. Le taux de réussite. Passer un examen. Réussir un examen. LV 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 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!