This two slide PowerPoint can be used to practise the following vocabulary which has caught out some of my GCSE students in their Listening and Reading papers: Ne...pas Ne...rien Ne...jamais Ne...que Maintenant De nos jours D’habitude De temps en temps Tous les jours Avant L’année dernière Dans l’avenir L’année prochaine Trop Un peu Seulement Souvent Toujours Quelquefois Surtout La plupart Certain Tellement Rarement Assez Beaucoup Par contre Même si Si Sans Le matin Le soir Parfois It can be used at the beginning of term and throughout the school year. I give the students time in team to translate the expressions and to discuss the pronunciation. I then use the vocabulary either for a game of lotto/ bingo or for a game of "slap the board" whereby I divide the students into 2 teams and line them up in front of the interactive whiteboard. One student from each team steps up and I say the English expression. The students race to slap the correct phrase to win a point for their team. The second slide has a link to the fabulous free classroomtool.net website where I have added the vocabulary to a fruit machine. The students compete against each other in pairs to shout out the correct translation. Fun and loud! Enjoy!

This PowerPoint presentation explains the use of Spanish Reflexives and reflexive pronouns. I use this having already taught the following daily routine phrases: Me despierto Me levanto Me ducho Me visto Me peino Me lavo los dientes Me acuesto Use the first slide to elicit the English and pronunciation of the phrases above. The next slide helps the student to spot that conjugated reflexive verbs have an extra word (the reflexive pronoun). The next slide shows how you can spot a reflexive verb in the dictionary by it's infinitive ending. The final slide introduce the first 3 reflexive pronouns using the following expressions: Me despierto Te despiertas Se despierta Me levanto Te levantas Se levanta Me visto Te vistes Se viste This slide can also be used for a couple of fun games to reinforce the vocabulary: If you have a stamper facility on your interactive whiteboard, a fun game is to ask the students to recite the Spanish phrases over and over whilst you gradually cover the words in stampers e.g. smileys or apples making it more and more difficult – simple but fun! Another easy game is to send one student out of the room. The remaining class chooses a student to give a top secret signal – this could be a sound e.g. a deliberate sneeze or cough, or something visual e.g. an obvious stretch, zipping/unzipping their pencil case etc. The students then repeat the first phrase again and again until they see or hear the signal. The students then repeat the second phrase again and again until they see or hear the signal and so on. The student who has been sent out must then try to figure out who the secret signal giver is!

As family members are pretty straight-forward I have added in a range of other structures to these matching cards in order to expose the students to some other new vocabulary. Expressions: Mon père s’appelle Guillaume. Ma mère est allée en ville. Ma sœur adore faire du cheval. Je vais jouer au foot avec mon frère. L’anniversaire de ma tante est le quinze janvier. Mon oncle déteste le cyclisme. Nous allons rendre visite à ma grand-mère. Mon grand-père a visité la Tour Eiffel ! Mon cousin adore Paris ! Son fils s’appelle Florien et sa fille s’appelle Lucie. These matching cards can be used either to elicit the family members 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!

This colourful and fun PowerPoint presentation presents descriptions of eye colours. Phrases: Tengo los ojos azules. Tengo los ojos verdes. Tengo los ojos marrones. Tengo el ojo morado. Llevo gafas. Use the first slide to ask students to work in groups to discuss the English translation, the pronunciation and to explain the parts hi-lighted in red. Then go through each slide checking the translation, pronunciation and grammatical rules and then drilling the phrase. The final slide of the new expressions can be used to revise and to play the following games" If you have a stamper facility on your interactive whiteboard, a fun game is to ask the students to recite the Spanish phrases over and over whilst you gradually cover the words in stampers e.g. smileys or apples making it more and more difficult – simple but fun! Another easy game is to send one student out of the room. The remaining class chooses a student to give a top secret signal – this could be a sound e.g. a deliberate sneeze or cough, or something visual e.g. an obvious stretch, zipping/unzipping their pencil case etc. The students then repeat the first phrase again and again until they see or hear the signal. The students then repeat the second phrase again and again until they see or hear the signal and so on. The student who has been sent out must then try to figure out who the secret signal giver is!

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 these French - English dominoes to revise the present tense with my older students. Examples of expressions: They finish their homework. Ils finissent leurs devoirs. He is passing out/losing consciousness. Il perd_ connaissance. We have studied French for 5 years. Nous étudions le francais depuis cinq ans. I’m on my way/coming! J’arrive! You (plural) dream...... You may choose to have different levels of challenge. For example, Level 1 = line up 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 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!

This PowerPoint (which I use following the Healthy Living advice PowerPoint) is a step-by-step introduction to The Imperative lasting about 20 minutes. For example, the third slide asks: Look at these examples of the imperative. What form of the verb is used: je/ tu/ il/ nous/ vous/ ils? Répétez! Mangez! Écoutez! I give the students time to reflect, discuss each question before eliciting the answer. The next slide asks: What kind of people are we talking to if we give the vous command mangez? Then: Do you think there is another form of the imperative? Who for? How is it formed? And so on. The final slide asks questions to summarise the learning with an Extra section for Gifted students to consider.

This is a template for a 20 minute introductory session for the first lesson in September. It includes: a slide to introduce yourself a quick tonguetwister a slide for you to fill in the lesson objectives a slide for you to fill in why you love languages, a slide with the Nelson Mandela quotation: ‘If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.’ Then the students discuss the questions: What percentage of the world’s population speak English as a first language? What percentage of the world’s population do not speak any English? You talk through the answers and watch 2 short fun Youtube links. Then there is a slide for you to add in your expectations (examples given). Finally there are 2 motivational slides: Intelligence is not fixed or unchanging. We can build intelligence. You have power over your perception of the world. Replace “it’s a problem” with “it’s an opportunity”. When we believe in our abilities we can accomplish great things. Take risks! Stay curious! Inspire others.

This is a PowerPoint template for a 20 minute introductory session for the first lesson in September. It includes: a slide to introduce yourself a quick tonguetwister a slide for you to fill in the lesson objectives a slide for you to fill in why you love languages, a slide with the Nelson Mandela quotation: ‘If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.’ Then the students discuss the questions: What percentage of the world’s population speak English as a first language? What percentage of the world’s population do not speak any English? You talk through the answers and watch 2 short fun Youtube links. Then there is a slide for you to add in your expectations (examples given). Finally there are 2 motivational slides: Intelligence is not fixed or unchanging. We can build intelligence. You have power over your perception of the world. Replace “it’s a problem” with “it’s an opportunity”. When we believe in our abilities we can accomplish great things. Take risks! Stay curious! Inspire others.

I use this PowerPoint to introduce comparatives. Please note these comparative sentences are not my opinion - they are merely examples!! The pictures are very genetic so you can easily substitute in different football player names and pop stars. Phrases presented: ¡El fútbol es más interesante que el golf! ¡El baloncesto es más divertido que el tenis! ¡David Beckham es más famoso que Raoul! ¡Britney Spears es más famosa que Beyonce! ¡La pesca es menos emocionante que el fútbol! ¡La comida italiana es menos picante que la comida mexicana! ¡La música es menos divertida que el deporte! The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English, the formation and to drill. The adjectives are hi-lighted in red. Remember to check the students know to use the masculine or feminine forms of the adjective. Slide 9 is to ensure all students understand this. The final slide summarises the rules and add mejor que and peor que. This slide could be printed out and then highlighted by the students. It also instructs the students to create their own sentences and provides a list of additional adjectives.

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. I use the second slide to drill the new vocabulary, for graded questioning or for the students to question each other: Spanish to English, English to Spanish and finally challenge the students to say all of the days of the week with their eyes closed. Worksheet: There are 3 sections: an English - Spanish match up, then a wordsearch and finally an unjmbling exercise (tell the students to do this from memory to stretch them!).

Use the PowerPoint, matching cards and sheet to elicit and explain Relative Pronouns! Examples of expressions on matching cards: La fille dont on a parlée. The girl that we talked about/ of whom we talked. L’homme dont on s’inquiétait. The man that we were worrying about. La voiture dont nous avons envie. The car that we want.

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_________

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 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 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?

This PowerPoint Presentation shows pictures illustrating Parisian vocabulary and tourist attractions. When I teach this I first ask the students to come up with as many tourist attractions as possible. As I show the PowerPoint I share additional facts about the attractions and/or I allocate each student an attraction to further research and feedback to the class. Vocabulary/ Attractions: Les arrondissements La Tour Eiffel La Seine Un Bateau-mouche L’opéra Garnier Les Champs-Elysées La Cathédrale Notre-Dame Le Louvre Le musée d’Orsay L’Arc de Triomphe Le Sacré Coeur La Grande Arche de la Défense Paris Plage La Cité des Sciences de La Vilette Le Centre Pompidou / Beaubourg Le métro Le Stade de France There is a picture of each piece if vocabulary/attraction and I elicit the pronunciation. There are then Vrai ou faux? slides and finally a slide with all of the 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 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 simple sheet helps students to practise their pronunciation. Information included: French pronunciation! In French, many words are not pronounced as we would expect! Here are a few rules to help: • The letters “t” and “s” are not pronounced (are silent) if they are at the end of the word. e.g. français, chat. • The letter “h” is also silent e.g. hôtel, hôpital. • The letters “th” are pronounced “t” e.g. théâtre, thé. • If the letter “c” has a cedilla attached it is pronounced like the letter “s” e.g çava. • The letters “se” at the end of a word are pronounced “z” e.g. française. • the letters “ent” at the end of a word are not pronounced e.g. ils jouent. I first write up the words on the board and ask the students to discuss the pronunciation. Then I talk the students through the sheet and drill them. Finally I test the student's knowledge with a game of noughts and crosses in teams. I draw the grid in the board and give each square a number. Then a student chooses a square for their team and I write one of the words in the square. To win the square they must pronounce the word correctly. If they get it wrong the other team can steal the square if they pronounce the word correctly. The students love this game!

Expressions taught: Tu veux aller au café? Tu veux aller à la patinoire? Tu veux aller à la piscine? Tu veux aller au cinéma? Tu veux faire du vélo? Tu veux aller à la plage? Tu veux danser? Tu veux faire de la voile? 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!

I use this differentiated worksheet to revise classroom vocabulary. it is divided into 2 sections and uses the first 12 minutes of the film. Être et avoir. Worksheet EXTRACT: Start : – 06.31 Cochez les choses que vous voyez : la neige des vaches des arbres un fermier une fenêtre une gomme un taille-crayon des chaises des tables un tableau une calculatrice un stylo des livres/ des cahiers Extra extract : 1. On voit quels animaux dans la salle de classe ? 2. Les chaises sont de quelle couleur ? 06.31 – 12.43 Extract: Choisissez la bonne réponse. 1. Ils apprennent comment … a. lire b. parler anglais. c. écrire 2. Ils utilisent des feutres de quelles couleurs ? a. rouge b. rose c. orange d. vert e. bleu f. violet 3. Marie dit qu’elle a fait mieux que… a. Jojo b. Johann c. Létitia Extra extract: 1. Comment dit-on « je n’ai pas bien regardé » en anglais? 2. Qu’est-ce qu’il y a dans le coin ? 3. Comment dit-on « pas bien » en anglais? 4. Sur le tableau il y a… a. des calculs b. des mots en anglais c. des dessins.