A lesson covering the issues trigged by climate change and who caused them and why, starting with the weather (useful for extreme weather due to climate change). A three hour lesson. Lesson 1: recap of the weather in the simple future tense. Practice of the weather through a (made up) weather forecast report. Finishes with a past paper talking about the weather in the past tense (can they identify weather expressions in another tense)? Lesson 2: introduction of issues and students have to sort them into categories: caused by mankind vs natural disaster. Leads onto a speaking task where students have to argue their choice in French. Lesson 3: students start with a challenging reading exercise where they have to match up the environmental issue with a the corresponding paragraph explaining why it’s the biggest issue, according to the person talking. Leads to a listening to correct the exercise and ends with a writing bringing the three lessons together.

A lesson covering the issues trigged by climate change and who caused them and why, starting with the weather (useful for extreme weather due to climate change). A three hour lesson. Lesson 1: recap of the weather in the simple future tense. Practice of the weather through a (made up) weather forecast report. Finishes with a past paper talking about the weather in the past tense (can they identify weather expressions in another tense)? Lesson 2: introduction of issues and students have to sort them into categories: caused by mankind vs natural disaster. Leads onto a speaking task where students have to argue their choice in French. Lesson 3: students start with a challenging reading exercise where they have to match up the environmental issue with a the corresponding paragraph explaining why it’s the biggest issue, according to the person talking. Leads to a listening to correct the exercise and ends with a writing bringing the three lessons together.

Lesson covering what makes student “tick”, what subject matters to them (family, friends, studies, health…) as well as the grammar point ce qui vs ce que as a translation for “what”. A one hour lesson. Introduction of the vocabulary with an unjumbling exercise (translation to unjumble), followed by a study of possible justification of what matters for them with a sentence builder, consolidated by a cloze writing exercise as well as a pair speaking activity (stolen sentences), leading towards a listening and a complex translation into French.

Lesson covering what makes student “tick”, what subject matters to them (family, friends, studies, health…) as well as the grammar point ce qui vs ce que as a translation for “what”. A two hour lesson. Lesson 1: introduction of the vocabulary with an unjumbling exercise (translation to unjumble), followed by a study of possible justification of what matters through them with a sentence builder and finishing with a listening exercise. Lesson 2: starts with how to manipulate the sentences “ce qui est important pour moi c’est…” and “ce qui m’inquiète c’est…”, using their own knowledge, by respectively changing the adjective and the verb. Follows on a “turn and talk” activity where students share their manipulated sentence with their partner then follow on with sharing their partner’s sentence to the class ("ce qui est important pour lui/elle…). Follows a study of the grammar point ce qui vs ce que that leads to a complex translation into French.

This lesson is aimed at a higher set of Yr7 students, introducing the different types of houses (with BAGS adjectives - the adjectives that comes before the noun in French), then looking at rooms in the house. This lesson has been made with the New GCSE in mind (Edexcel). The lesson contains differentiated worksheets. This is a three hour lesson. Lesson 1: use of a Sentence Builder to practice sentence structures but also to practice liaison and pronunciation. Study of BAGS adjectives and review of adjective agreements. Lesson 2: looking at rooms in the house (with floors). SB to support independent practice. Study of a text around, first, the correct use of le/la/les then looking at the meaning through comprehension questions and replacing rooms on a drawing. Leads to a writing. Lesson 3: recap of rooms. Didactisation of a video (FLE) of one teenager taking another friend on a tour of her flat. Prediction activities and comprehension questions to support completion and success in this activity.

Lesson aimed at a higher set of Yr7s (and including differentiation both to adapt to different levels and to differentiate within the class), covering the vocabulary of cardinal points as well as geographical features (by the sea-side, in the countryside,…). Also includes 4 weather expressions as a stretch. Based on the new GCSE (Edexcel). A two-hour lesson. Lesson 1: Introduces “j’habite” as a basis, and stretches with “je voudrais habiter” as well as opinion + habiter. Language presentation through listening of the cardinal points. Follows another listening at sentence level with the cardinal points and a map of France with cities (differentiated activity depending on the level of the class). Speaking activity in pairs / groups: trapdoor. Lesson 2: Language presentation of geographical features (à la campagne, à la montagne, en ville,…). Practice through a reading. Further practice through a guided writing. Leads to a dictation with sentences grouping all the knowledge seen over the last two lessons.

A one hour lesson covering the vocabulary of part time jobs and chores, as well as earnings. Aimed at a lower set of Yr11s. Starter: picture description (theme 4). Language presentation: match up the French and the image with the help of the infinitive verbs given to the students for each picture (extension: conjugate each action in the perfect tense). Practice through a past paper listening (Theme 4 - 2021). Reading to expose to more complex material. Listening based on the reading just done and adding earnings. Translation from a past paper (Theme 4 - 2021).

A two hour lesson covering the vocabulary of part time jobs and chores, as well as earnings. Aimed at a higher set of Yr11s. Lesson 1: Starter: picture description (theme 4). Language presentation: match up the French and the image (extension: conjugate each action in the perfect tense, then the imperfect tense). Practice through a listening. Authentic material used: survey from 2008 discussing which gender does the chores at home. Used in a reading (with frequency added). Writing with sentences starters: is this still the case? Why (not)? Lesson 2: Starter: picture description (theme 4). Past paper exercises on theme 4 (2 listening, 1 reading, 1 writing -28 mark- with writing frame).

Lesson aimed at a mixed ability group of Year 10s (mainly middle and higher attainers with some low attainers). It covers a writing frame and strategies to describe a picture, looks at the markscheme (original + simplified version) and ends on a peer assessed speaking activity. Based on a past paper. Included is a pack to print and give out to students with the writing frame and useful vocab. A three to four hour lesson (heavily based on modeling and “I do, we do, you do” model). Lesson 1: Introduction of the picture description with a description to correct (using the vocab from the pack). Based on the study of this model, students write their own description of another picture. Lesson 2: Study of the bullet points (translation + match the sentence that would answer each bullet points - with odd ones out). Study of the original markscheme and introduction of a simplified one for the students to use. Lesson 3: Marking of the answers from the previous activity based on the simplified mark scheme. Modeling (you can write your own using the thinking aloud technique then reveal the answers written already or go straight to the answers already written). Once the model for each question has been studied / discussed, only the sentence starters remain on the board. Students write their own answer. 5 to 7 minutes to learn them in silence (could be done in a new lesson or as homework). ** Lesson 4:** Students re write their answers on a new piece of paper (with or without sentence starters). They are allowed two questions per student, materialised by joker cards on their worksheet (you cross the card once they have asked you their question). Presentation of the peer assessed activity (looking at a teacher picture card task and prompting). Peer assessment using the simplified mark scheme.

Lesson aimed at a high set of Year 7s and covering the vocabulary of physical and mental description. Based on new Edexcel GCSE vocab and content. A two hour lesson. Lesson 1: physical description Language presentation of height, then eye colours and hair colours (with sentence starters and word order). Practice through a reading (true or false? correct the sentence). Trapdoor activity that serves as a basis for a writing. Lesson 2: mental description. Introduction and practice of être (based on their prior knowledge of subject pronouns). Introduction of some adjectives (dual coded with English + images to support memory). Practice of adjective agreement and word order. Leads to a writing.

Lesson aimed at a high set of Year 7s and covering family members vocabulary as introducing them with qui s’appelle(nt), qui a/ont … ans. Also covers the grammar point of “my” and “I don’t have any”. Based on new Edexcel GCSE vocab and content. Two lessons of an hour each. First lesson: Starts with a practice around the structures “I have a / two / three” and “I don’t have any”, with repetition of the vocab brother and sister. Moves on with an introduction of a family tree and practice of the structure “whose name is…” “who is… yo”. Leads to a guided writing. Second lesson: Recap of vocabulary which leads to more practice through listening and translation. Introduction of the grammar point “my”. Leads to a writing (not guided).

I am putting here Activities that I have found made by La Poste. It includes a French teacher pack to guide teacher towards writing a letter and teaching culture. It also has a PowerPoint with the links towards drawing activities to be sent to children in hospitals, recipes in French, a Christmas tale, sleep countdown, folding “une cocotte” with sentences about Chritsmas history and traditions that students can fold and use to present them to other people. Lesson to write and send a Christmas letter to Santa Claus: Lettre au Père Noël l