There are 5 sets of matching cards; one for each Act. I use these cards as a warmer whereby students have to match the quotations with the correct characters to help the students to memorise key quotations for their essays and to remember the plot of the play. Examples from Act 1: J’entre gratis. = Un cavalier. J’ai soustrait à mon maître un peu de luminaire. = Un laquais. Jour de Dieu ! Et penser dans une salle pareille Qu’on joua du Rotrou, mon fils. = Le bourgeois. Act 2 examples: Examples: Ciel! Mes livres vénérés! Les vers de mes amis! Déchirés! Démembrés! = Ragueneau Quelle heure est-il? = Cyrano Qu’avez-vous à la main? = Lise Ouverts à coups d’épée, huit malandrins sanglants illustraient les pavés. = Deuxième poète 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 quotation cards and the student must say the character from memory. Level 3 = As Level 2 but the quick fire questions are to say the quotation. 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 names cards to one side and spread out the quotation cards in front of them. I then say the character and the students compete to touch the correct quotation card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. The game can of course be played the other way around. The students love this game!

Warmer: Cyrano and Roxane quotations: students divide into 2 columns: Cyrano and Roxane and then divide into Acts: Examples of quotations: Un pauvre garçon qui jusqu’ici m’aima Timidement, de loin, sans oser le dire. Je me suis donc battu, madame, et c’est tant mieux, Non pour mon vilain nez, mais pour vos beaux yeux. Il est fier, noble, jeune, intrépide, beau… Votre vengeance envers Cyrano, c’est peut-être De l’exposer au feu qu’il adore (...) Un homme comme lui de la faire enrager: Vous voulez le punir? Privez-le de danger. Le bonheur né de mon sacrifice.

This one slide odd-one-out warmer activity checks student's knowledge of the conjunctions which do and do not take the subjunctive. I give the students mini-whiteboards to record their answers on. They must write down the conjunction which does not take the subjunctive e.g. from a choice of: bien que quoique pour que parce que I use these English - French matching cards to revise key conjunctions which take the Subjunctive. Expressions on cards: Pour que/ afin que/ de façon que/ de manière que/ de sorte que À moins que…ne À condition que/ Pourvu que Avant que…ne En attendant que/ jusqu’à ce que Bien que/ quoique Non que Ce n’est pas que De crainte que…ne… De peur que…ne… Sans que 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 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!

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!

This PowerPoint presents the following expressions with avoir and regular past participles: J’ai joué au foot. J’ai regardé la télé. J’ai écouté de la musique. J’ai mangé un gâteau. J’ai fini mes devoirs. J’ai vendu ma voiture. 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! Slide 21 asks: J’ai joué au foot. This sentence is made up of 2 key ingrediants. What are they? Elicit from the students: J’ai = the form of avoir. joué = the past participle. Slide 22 elicits the conjugation of avoir. Finally use slide 23 to elicit the formation of the past participles (I write the rules on the board). Battleships Expressions: J’ai Tu as Il a Elle a Nous avons Vous avez Ils ont Elles ont joué au foot. regardé la télé. écouté de la musique. mangé des gâteaux. fini les devoirs. vendu la voiture. Battleships Game 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 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. Enjoy!

This quiz has 8 tricky questions and could be completed individually, in pairs or in teams.Examples of questions: 1. I went (f) a. Je suis allé b. Je suis allée c. J’ai allé d. J’ai allée 2. We went out a. Nous avons sortis b. Nous sommes sortis c. Nous sommes sorti d. Je suis sortie 3. She was born a. Elle a né b. Elle n’est pas née c. Elle est née d. Elle est né 4. They (mixed group) drank a. Elles sont bus b. Ils sont bus c. Ils n’ont pas bu d. Ils ont bu I use this role play to reinforce student's understanding of the Perfect Tense. Firstly I ask them to translate the expressions and to discuss the pronunciation before I check this with the whole class and drill any tricky phrases. I encourage stronger students to extend their answers, perhaps by including opinions. As the students work their way through the role play with different classmates I circulate correcting pronunciation and writing the most common pronunciation mistakes on the board before eliciting the pronunciation and drilling the whole class. Role play: A. Qu’est-ce que tu as mangé pour le petit-déjeuner hier ? B. J’ai mangé des céréales/ du pain grillé/ un croissant/ je n’ai rien mangé. A. Qu’est-ce que tu as bu ? B. J’ai bu un jus d’orange/ du lait/ du thé/ du café/ de l’eau minérale/ je n’ai rien bu. A. Tu as joué au foot hier? B. Oui, j’ai joué au foot hier/ non, je n’ai pas joué au foot. A. Tu as lu un livre hier ? B. Oui, j’ai lu un livre hier/ Non, je n’ai pas lu de livre. A. Tu as fait du vélo hier ? B. Oui, j’ai fait du vélo hier/ Non, je n’ai pas fait de vélo. A. Tu as fait tes devoirs hier ? B. Oui, j’ai fait mes devoirs/ Non, je n’ai pas fait de devoirs. A. Tu es allé(e) à la plage hier? B. Oui, je suis allé(e) à la plage/ Non, je ne suis pas allé(e) à la plage.

This presentation starts by eliciting the translation and rules for regular verbs. Expressions: Je jouerai au foot. Je regarderai la télé. J’écouterai de la musique. Je mangerai un gâteau. Je finirai mes devoirs. Je vendrai ma voiture. 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 phrases below. To make the future you need a stem and ending. What is the stem ? What is the ending? Most: AND Which stem is slightly different? Why do you think this is? Some: AND Which endings do you think go with which subject pronouns: je, tu, il/elle/on, nous, vous, ils/elles. Endings: ons, as, ai ez, ont, a. QFQs! 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! Slide 22 elicits the rules for regular verbs and slide 23 elicits the endings for the different subject pronouns. Slide 24 introduces the irregular verbs. Expressions: Je serai acteur. J’aurai beaucoup d’argent. Je ferai de la planche à voile. J’irai à Londres. The final slide has pictures representing all the regular and irregular verbs. You may wish to play my battleships game to reiforce this new knowledge. Battleships. The horizontal expressions are regular verbs, the vertical expressions are irregular verbs. Expressions: Je regarderai la télé et Tu mangeras du poulet rôti et Il finira ses devoirs et Elle oubliera son parapluie et Nous vendrons notre voiture et Vous jouerez aux boules et Ils recycleront des journaux et j’aurai beaucoup d’argent. tu feras de l’équitation. il ira en Allemagne. elle sera très contente. nous viendrons chez toi. Ils feront de la natation. elles iront aux Etats-Unis. 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.

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.

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

Spanish PowerPoint Presentation: using er and ir verbs in the preterite to describe holidays/ vacations. Expressions: Salí de casa a las seis. (salir) Fui en tren. (ir = irregular) Vi un partido entre el Real Madrid y el Barcelona. (ver = irregular) Llevé una camiseta, una gorra de lana y una bufanda. (llevar) Comí patatas fritas, una hamburguesa con cebolla y un perrito caliente. (comer) Bebí una naranjada. (beber) Vi a David Beckham. (ver = irregular) Leí el programa. (leer) Hice una llamada con mi móvil. (hacer = irregular) The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English, how to change the infinitive (in brackets) into the preterite and to drill. The next section of slides have multiple choice questions. Then there are "what's missing?" slides. The next slide has pictures of all the new 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 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! The finals slides remind us of the rules elicited: Salir - salí, comer - comí How do you form the preterite for regular verbs? Remove the er/ir and add í e.g. Salir  salí Here are the other endings: ió, imos, ieron, iste, isteis. Can you conjugate the verb salir? I went out = You went out = He/She/You went out = We went out = You went out = They/ you went out = Extra: conjugate comer and beber. I went out = salí You went out = saliste He/She/You went out = salió We went out = salimos You went out = salisteis They/ you went out = salieron

This Battleships Game/ Lotto Grid revises indirect object pronouns with a range of tenses . Expressions: Je lui ai dit bonjour et Il m’a donné un cadeau et Ils leur ont offert un sourire et Elle nous a demandé l’heure et Nous lui avons appris comment conduire et je lui dirai au revoir. il me donnera des bijoux. ils leur offriront des félicitations. elle nous demandera de l’argent. nous lui apprendrons comment dessiner. 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 made this flowchart to help my students form the perfect tense for regular past participles, irregular past participles, verbs that take être and negatives. The second slide also includes reflexives. I thought it would be great to create a Perfect Tense machine, hence the Perfectatron! I print out a colour copy for each student to stick in their books. You may wish to use this with my Perfectatron Challenge Worksheet. The Perfectatron Challenge! This sheet should be completed using the Perfectatron with avoir, être and negatives. Students work through the following challenges, then we check them together as a class. All: I entered (m)= ______________________________ I fell (f) = ______________________________ You (informal, m) arrived = ______________________________ He went = ______________________________ She went = ______________________________ We went out (mixed group) = ______________________________ They stayed (group of girls) = ______________________________ They entered (mixed group) = ______________________________ I read = ______________________________ He said = ______________________________ They drank = ______________________________ We learnt = ______________________________ She saw = ______________________________ I watched = ______________________________ You (formal/plural) finished = ______________________________ He played = ______________________________ She listened to = ______________________________ We chose (choisir) = ______________________________ Most: Create complex sentences using: MRS VAN DER TRAMP verbs: ______________________________¬¬¬¬-_________ Irregular verbs with avoir: ______________________________¬¬¬-_______________ Regular verbs with avoir: ______________________________________________ Some: Create a complex, negative sentence for: MRS VAN DER TRAMP verbs: ______________________________¬¬¬¬-_________ Irregular verbs with avoir: ______________________________¬¬¬-_______________ Regular verbs with avoir: ______________________________________________ Mega Challenge: See some, but now using a range of tenses, adjectives and opinions. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This differentiated role play practises the future tense and holiday vocabulary plus a little exposure to the conditional perfect. Example questions and answers: Mes projets pour les vacances. A. Où iras-tu en vacances l’année prochaine? B. Cette année/ comme d’habitude/ pour la première fois j’irai au bord de la mer/ à la campagne/ chez mes grands-parents/ à Paris/ en Angleterre/ en Espagne/ aux États-Unis. Je resterai à la maison. A. Avec qui ? B. J’y irai avec ma famille/ mes amis/mon copain/ma copine/ ma classe. Other questions: A. Qu’est-ce que tu feras ? A. Ce sera comment ? A. Tu aurais préféré aller où ? A. Tu aurais préféré faire quoi ? Extra questions and answers for stronger students: A. Ou es-tu allé(e) l’année dernière ? B. L’année dernière je suis allé(e) au bord de la mer/ à la campagne/ chez mes grands-parents/ à Paris/ en Angleterre/ en Espagne/ aux États-Unis. Je resterai à la maison. A. Qu’est-ce que tu as fait ? B. J’ai fait du sport/ du VTT/ de la natation/ de l’équitation/un stage de tennis/ de la planche à voile/ du parapente. A. C’était comment ? B. C’était très/ assez/ extrêmement/ un peu génial/ ennuyeux/ fatigant/ passionnant.

Expressions: Se plaindre! Je vous écris pour me plaindre de mon séjour Le camping était complet Le branchement d’électrcité fonctionnait à peine Il n’y avait pas d’emplacements Les sanitaires n’étaient pas propres Il y avait trop de bruit 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: Be able to match the phrase and the picture. Most: Be able to fully translate each phrase. Some: AND Perfect Pronunciation Challenge. 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 differentiated role play is entitled: Les choses que j’aime faire. Example questions and model answers: A. Qu’est-ce que tu aimes faire comme passe-temps ? B. Ma passion c’est le foot/ le tennis/ la natation/ le netball/ le ski/ la boxe/la lecture/ l’équitation/ car/parce que à mon avis/ je pense que/ je trouve que c’est très/ assez/un peu/ plutôt/ extrêmement/ incroyablement/ vraiment amusant(e)/ délassant(e)/intéressant(e). A. Quand est-ce que tu en fais ? B. J’en fais tous les jours/ deux fois par semaine/ tous les week-ends/ tous les vendredis. Other questions: A. Aimes-tu faire de l’équitation/ de la natation/ les devoirs/ les magasins ? A. Aimes-tu jouer au foot/ au tennis/ au rugby/ au netball/ au basket/ du piano/ de la violon ? Extra extension questions and model answers for stronger students: A. Qu’est-ce que tu as fait le week-end dernier, c’était comment ? B. Le week-end dernier j’ai joué au foot/ au tennis/ au rugby/ au netball/ au basket/ du piano/ du violon j’ai fait du ski/ du vélo/ du VTT/ de la natation/ de l’équitation j’ai lu un livre/ travaillé à l’ordinateur. C’était chouette/ génial(e/ nul(le). A. Qu’est-ce que tu vas faire le week-end prochain, ce sera comment ? B. Le week-end prochain, je vais faire du ski/ jouer au foot/ faire mes devoirs ce sera chouette/ génial(e/ nul(le).

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!

French PowerPoint C’est bon pour la santé! Healthy Living: The Imperative. Expressions taught: Bois de l’eau. Ne bois pas de sodas. Mange des fruits. Ne mange pas de bonbons. Va au collège à pied. Ne va pas au lit trop tard. Fais du sport. Ne fume pas! 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 French battleships game can be used to practise these expressions. This can also be used as a grid to play lotto/ bingo. This can then be followed by my PowerPoint on the Imperative.

Group Talk foster the spontaneous use of the target Language in the classroom. This sheet can be used in conjunction with my Group Talk Discussion Mat. It can also be used as a role play template. There are 5 questions on the sheet: 1. Qu’est-ce que vous mangez généralement, au petit déjeuner? 2. Qu’est-ce que vous buvez normalement? 3. Qu’est-ce que vous mangez et buvez à midi? 4. Qu’est-ce que vous avez mangé et bu hier soir? 5. Qu’est-ce que vous allez manger et boire demain? The students pair up and one student asks a question. There are then 3 levels of challenge: 1. The student can answer using the expressions in the box (which you have translated and elicited the pronunciation of beforehand). 2. In addition the students use some of the words listed below the box to extend their answers. 3. In addition the students should try to come up with other spontaneous phrases. Using the discussion mat with this allows them to build in additional responses e.g. Attend! = Wait! C’est ridicule! = That’s ridiculous! Tu es fou/folle?! = Are you crazy?! Ce n’est pas juste = It’s not fair! Tu plaisantes? = You must be joking/ are you joking?

Spanish PowerPoint introducing Christmas Vocabulary: Un belén Un àrbol de navidad Papá Noel Un regalo de navidad ángeles Un pavo un villancico un reno Un muñeco de nieve 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 new 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 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! This is a simple lotto game practising the numbers 1-20. Students choose 4 numbers and then I go through the PowerPoint, counting the number of different festive items with the students in Spanish. * Note I count the carol singers as 6! Please note this doesn't cover all the numbers from 1-20, but when I've played it with my classes I've had a winner in all but 1 game!