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.

Expressions: Le football est plus intéressant que le golf! Le basket est plus passionant que le tennis! David Beckham est plus célèbre que Thierry Henri! Britney Spears est plus intéressante que Beyonce! La pêche est moins passionante que le foot! La nourriture italienne est moins épicée que la nourriture mexicaine! La musique es aussi fatigante que le sport! Le chocolat est meilleur/ pire que la natation! 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 and rules. It is differentiated as follows: All: translate the sentences below. Most: What is the word in red? What should we check here? Some: Come up with 5 comparative sentences. The next slides have each phrase and a picture. Use this to elicit the pronunciation, the English, the rules and to drill. Slide 11 can be printed off and stuck in the student's books. It summarises the information and sets a written task as follows: Comparatives.In order to compare two things we use the following structures: plus + adjective + que = more … than moins + adjective + que = less … than aussi + adjective + que = as … as E.g. Le football est plus intéressant que le golf! = Remember: to say that something is better than = meilleur que and to say that something is worse than = pire que. E.g Le chocolat est meilleur que la natation = Remember: the adjective must agree with the subject of the sentence. E.g. Le football est plus intéressant que le golf! Britney Spears est plus intéressante que Beyonce! 1. Create 10 of your own comparatives using a variety of adjectives.* Try to use plurals e.g les films de science fiction sont plus intéressants que les films d’horreur. Also use different tenses: Les comédies étaient meilleures que les actualités

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!

French - English Matching Cards: Rendez-vous! Expressions: Oui d’accord. Je veux bien. Ça dépend. Je ne peux pas. Je suis désolé(e) mais je sors avec ** samedi. Je regrette mais je dois rester à la maison. J’aimerais mieux aller à la patinoire. OK ! On se retrouve où ? Je ne suis pas libre. Ça ne me dit rien Yes, okay. I’d really like to. It depends. I can’t. Sorry, but I’m going out with *** on Saturday. Sorry, but I have to stay at home. I’d rather go to the ice rink. Okay! Where shall we meet? I’m not free. I’m not interested. You may choose to have different levels of challenge. For example, Level 1 = match the cards and discuss the pronunciation. Level 2 = match the cards , discuss the pronunciation and then have quick fire questions from French to English, whereby 1 student closes their eyes and their partner reads out the French cards which the student must translate into English from memory. Level 3 = As Level 2 but the quick fire questions are from English to French. Following checking there are 2 fun games to play, either pelmenism or slap the card. Battleships Expressions: Tu veux aller.. Ça te dirait d’ aller.. Tu as envie d’ aller.. On pourrait aller.. Si on allait.. au théâtre demain soir? au cinéma le week-end? en boîte la semaine prochaine? à la plage samedi? aller au concert cet après-midi? en ville le week-end prochain ? Instructions Firstly I ask the students to work independently in pairs to translate the expressions and discuss pronunciation. I then check the translations and drill pronunciation 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 use this with classes who have already learnt the basic rule regarding adjectives of adding an e to make an adjective feminine. Here, I give out mini-whiteboards to each student. Each slide has a multiple choice question and an extension task to unjumble a phrase. I give the students 20 seconds to decide and write down their answers, then I reveal the correct answers and explain the rule. Adjectives covered: Il est bavard. Elle est …. Il est sympathique. Elle est … Il est extrêmement travailleur. Elle est extrêmement … Mon frère est sportif. Ma tante est… Ton mari est très gentil. Ta femme est très… Il porte un pantalon marron. Elle porte une jupe … Key Irregular Adjectives : Long, beau, nouveau, fou, vieux Adjectives which precede the noun. Slides 17 – 20 can be used for a plenary or to re-cap at the beginning of the next lesson. There is also an extension in this re-cap considering: Extension: translate: l’ancien président, ma maison ancienne, mon cher ami, un sac cher, ma propre maison, ma maison propre. What do you notice?

Expressions: Je m’entends bien avec ma mère car elle est gentille. Je suis toujours ouvert(e). Je ne suis pas toujours très drôle. Mon beau-père est un peu têtu. Ma mère s’est remariée et son mari est carrément cool. Le fils de ma belle-mère est plutôt pénible. Je voudrais être moins égoïste. Je vais être très sympa et généreuse. 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: Je m’entends bien avec lui. Je ne m’entends pas bien avec elle. Je fais mes devoirs chez moi. Nous avons joué au tennis avec elles. Je vais faire du VTT avec eux. Je voudrais travailler avec toi. Lui, il est égoïste! Pierre est plus pénible que vous! Il est allé en ville avec nous. 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, identify the teses 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!

As family vocabulary is pretty straight-forward I decided to create a "mystery" activity and gave the students clues. In teams they then had to draw out the family tree based on the information.As an extension I asked to create their own family trees and clues. Alternatively you could send quick-finishers to support teams that have not yet finished. The first sldie of the PowerPoint show some examples of family tress in case students are unsure. The second slide has the solution. Examples of clues: Kristell et Hervé ont divorcé. Lou est la demi-sœur de Yann. Yann est le demi-frère de Lise. Yvon est le mari de Kristell. Lise est la sœur d’Éric. Il y a six enfants. Anya est la fille de Kristell et Hervé. Hervé s’est remarié avec Marie. Yann a deux sœurs et deux demi-sœurs. Watch out for red herrings!

Expressions: J’habite avec ma mère. On a un pavillon de banlieue. Nous avons un mas à la campagne. Nous habitons ici depuis cinq ans. Il y a une cuisine. Au rez-de-chaussée il y a la salle de séjour. Hier j’ai fait mes devoirs dans le bureau. Il y a une salle à manger à côté du salon. Au premier étage il y a trois chambres. La salle de bains est en face de la chambre de mes parents. Ma chambre est à gauche de l’escalier. Le soir j’ai joué au ping-pong dans la salle de jeux. Dans l’avenir je voudrais habiter un appartement à Paris. Chez nous il y avait une piscine. Nous allons acheter une maison moderne. 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 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!

Expressions: Je peux, je ne peux pas... regarder la télé quand je veux. téléphoner aux copains. sortir le soir avec des copains. m’habiller comme je veux. dépenser mon argent de poche comme je veux. surfer sur Internet. 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! You may wish to reinforce and extend this material by playing my je peux/ je ne peux pas battleships game/ lotto grid. Expressions: Je peux Je ne peux pas Je vais Je voudrais Quand j’aurai 16ans je pourrai regarder la télé quand je veux. téléphoner aux copains. sortir le soir avec des copains. m’habiller comme je veux. dépenser mon argent de poche comme je veux. surfer sur Internet. 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. 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: Je fais les courses. Je lave des voitures. Je promène des chiens. Je fais du baby-sitting. J’aide à la maison. J’aide à la maison. 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! You may wish to reinforce/ revise these expressions using my matching cards: Expressions: Tu as un petit boulot/ un job? Je fais les courses. Je lave des voitures. Je promène des chiens. Je fais du baby-sitting. J’aide à la maison. Je travaille dans un magasin. C’est sympa/intéressant ! It’s nice/interesting! C’est bien-payé. C’est mal-payé. C’est dur. It’s tough/difficult/hard. C’est fatigant. 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: Sous Sur Entre À côté de À gauche de À droite de Devant Derrière 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 is a asking students to translate the new expressions: English to French and French to English.

Expressions: Pour améliorer l’environnemt je vais… Recycler les bouteilles/ le verre. Recycler les papiers, les journaux et les magazines. Acheter du papier recyclé. Prendre une douche, pas un bain. Baisser le chauffage et mettre un pull. Éteindre la lumière quand je quitte une pièce. 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 "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! You may wish to reinforce these new expressions using my battleships/ lotto game: Expressions: Je vais On peut Il faut Je voudrais Je dois recycler les bouteilles. recycler les journaux. acheter du papier recyclé. prendre une douche, pas un bain. baisser le chauffage et mettre un pull. éteindre la lumière quand je quitte une pièce. 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!

Expressions: Des problèmes de l’environnement. Des papiers/ des ordures. Des mégots par terre. Trop d’emballage. La pollution. La destruction des forêts. La destruction des espèces rares. 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. 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!

Expressions: Tu veux... télépnoner chez toi? manger quelque chose? boire quelque chose? prendre une douche? défaire tes bagages? te reposer? Oui, je veux bien, merci. Oui, s’il vous plaît. Non, merci, ça va. 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 expressions below. Most: Perfect Pronunciation Challenge! Some: Change each infinitive into the present, near future and perfect (past) tenses e.g. téléphoner: Je téléphone, je vais téléphoner, j’ai téléphoné. 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!

This PowerPoint presents the following exchange expressions: Tu peux me prêter..? un baladeur/ un iPod? un dictionnaire? un parapluie? un réveil? du dentifrice? une brosse à cheveux? 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. 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! Then use the slide to ask Qu’est-ce que c’est? You may wish to reinforce this with my battleships/ lotto game: Expressions: Tu peux me prêter un/une J’ai oublié mon/ ma J’ai acheté un/ une Je vais acheter un/ une J’ai besoin d’un/ une iPod. dictionnaire. parapluie. réveil. dentifrice. brosse à cheveux. Battleships Game Instructions Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation.

The cards have the following On Exchange conversation which the students must unjumble: Hugo: Voici ma mère. Je te présente ma mère. Mme S: Bonjour Lloyd. Bienvenue à Strasbourg. Lloyd: Merci madame. Hugo: Et mon père. Lloyd: Bonjour monsieur. M S: Bonjour Lloyd. Tu as fait bon voyage ? Lloyd: Oui, c’était bien, mais un peu long. Mme S: La mer n’était pas agitée ? Lloyd: Non, la mer était calme. Hugo: Qu’est-ce que tu as fait pendant le voyage ? Lloyd: J’ai parlé avec mes copains. Extension: Develop the final answer. Then answer the question: Qu’est-ce que tu voudrais faire demain? You may choose to have different levels of challenge. For example, Level 1 = order the cards 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 to play which 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!

Expressions: C’est une ville agricole. C’est une ville ancienne/ historique. C’est une ville animée. C’est une ville industrielle. C’est une ville moderne. C’est une région touristique. C’est un village mort. C’est un joli village. Il y a beaucoup de gens. Il y a beaucoup de circulation. 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 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 13th slide asks Qu’est-ce que c’est? Finally, all the French expressions are listed for a re-cap.

This PowerPoint elicits the rules for position and use of the pronouns le, la, l' & les with the present tense. There are then 2 slides looking at pronouns and the Perfect Tense to extend stronger students. Expressions covered: Je le regarde. Elle la mange. On les écoute. Je l’adore Je l’ai lu pendant le voyage. Je l’ai oubliée Battleships Expressions: La télé? Je la regarde tous les jours. Les films de guerre? Je les déteste ! Le rap? Je l’écoute de temps en temps. Les bandes-dessinées? Je les lis souvent. La pizza? Je la mange une fois par semaine. La télé-réalité? Je l’adore! Les séries policières? Je ne les regarde jamais. Le jazz? Mon frère l’aime beaucoup. La gymnastique? Je la fais souvent. Les films d’arts martiaux? Moi, je les déteste! Battleships Game Instructions The students love this competitive and fun game! I use this battleships game (which can also be used as a lotto grid) to help students to practise their pronunciation and to reinforce new vocabulary and grammatical structures. Firstly I ask the students to work independently in pairs to translate the expressions. The students then focus on pronunciation and decide the two easiest and two most difficult words to pronounce. I then check the translations and drill pronunciation with the whole class before they play the game. The students secretly choose 5 squares on the top grid and then try to guess which 5 squares their partner has chosen, filling in the bottom grid with “hit” and “miss.” To choose a square say a phrase from the horizontal line and complete the sentence with a phrase from the vertical line. Where the 2 phrases meet up is the square you have chosen. I use the English language sheet to further challenge the students: they should place this on top of the French version and then try to play the game saying the French phrases as far as possible from memory. I allow the really weak students to have the French version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the French version and the really strong students aim to refer back to the French version as little as possible. This really helps the students to memorise the vocabulary/structures! During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

I designed these activities to commemorate the centenary of the outbreak of the First World War. These resources could also be used each year to commemorate the Armistice. I really wanted the students to experience and express an emotional connection with the topic and can honestly say that they produced some extremely moving written work in response to the material. They were also studying themed lessons in History, English and Drama lessons on the topic of World War 1. I spent 2 lessons on these activities and used them with my Year 9 students (aged 13-14). I feel it would also work well with Year 10 students (aged 14-15) and younger Gifted students. The PowerPoint guides you through the material. It starts with a YouTube link to play as the students enter the classroom. This shows footage of trench warfare and I felt this powerfully set the scene for the lesson to come. Slide 3 presents the objective: To learn about La Première Guerre Mondale and to respond creatively to your learning. This is then differentiated into All, Most and Some. I then give out the cards to unjumble the following text: Les 3 et 4 août 1914, l’Allemagne, la France et l’Angleterre se déclaraient la guerre. C’était le début de la première guerre mondiale. Elle allait durer quatre ans. Pendant la guerre, environ 19 millions de personnes sont mortes (9,7 millions de militaires). En 1918 on comptait 1 325 000 soldats français morts. Beaucoup étaient très jeunes. Les conditions de vie dans les tranchées étaient très difficiles. Il faisait froid. Il y avait de la boue et les soldats étaient souvent sales. Il n’y avait pas d’électricité et pas de chauffage. Les hommes dormaient dehors. They found the text unjumbling activity pretty challenging so I circulated and game plenty of support. It is definitely worthwhile printing out slide 4 which gives useful vocabulary translations to support the students. The students then watch a 4 minute extract from the film Joyeux Noel (make sure you have the English subtitles) and complete the worksheet. If you do not have the DVD you may be able to find the correct extract on YouTube. The students then have time to produce their creative response. Weaker student can produce and acrostic or a calligramme using their support sheet. Stronger students may adapt the Nelson Mandela Poem to write about La Guerre. More gifted students can read through the letter from the frontline in the book Lulu Et La Grande Guerre (scan attached) and write their own letter. I asked the students to read out/ present their work to the class and we created a stunning display of the student’s work. Finally there is a slide to reflect on What Went Well (WWW) and Even Better If (EBI).