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!

Expressions: Je me réveille. Je me lève. Je me douche. Je me brosse les dents. Je me lave. Je m’habille. Je prends le petit déjeuner. Je me couche. 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 song is on one PowerPoint slide and is sung to the tune of jingle bells: Je me lève, je me lave, je me brosse les dents. Je m’habille, je fais pipi et je quitte la maison. OH ! A huit heures je prends le bus et je vois mes amis. Puis j’arrive au collège à huit heures et demie !

Spanish / English worksheet to help students practise the near future tense. It starts with a clear explanation, followed by a match up task, translation from Spanish to English, translation from English to Spanish and finally an extension task to create original sentences. Battelships Expressions: Voy a Vas a Va a Vamos a Vais a Van a escuchar música. jugar con mi Playstation. montar en bicicleta dormir. salir con mis amigos. ir de compras. Spanish - English Matching Cards: Voy a arreglar mi dormitorio. Vas a salir con tus amigos. Va a ir de compras. Vamos a montar en bicicleta. Vais a hacer el deporte. Van a montar en monopatín Voy a ir a la pista de hielo. Va a ir a un parquet temático.

This battleships game (which can also be used as a lotto grid) helps students to practise their pronunciation of the alphabet. 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 Spanish version and then try to play the game saying the Spanish phrases as far as possible from memory. I allow the really weak students to have the Spanish version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the Spanish version and the really strong students aim to refer back to the Spanish 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!

These resources are designed to be a fun end of term lesson! The students learn vocabulary and facts associated to the Tomatina as well as revising food, clothing and colours. There are colourful slides with pictures and animations, differentiated activities, links to short YouTube extracts, a worksheet and a creative task to finish. The first slide says: In celebration of the humble tomato! (at this point the students do not know that they are learning about La Tomatina!) Slide 2 is the warmer: All: Match the words and pictures. Most: AND identify the food that involves tomatoes! Some: AND name other tomato-based food/ dishes! Vocabulary includes: una pizza una paella un bocadillo el gazpacho * Having checked these recipes, ALL can contain tomatoes! Slide 3 says: Of course, there are other things you can do with tomatoes….. Click on the YouTube link which takes you to a brilliant RayBans Tomatina advert (2 mins 47 secs). Slide 5 then states the lesson objective: Objetivo: To learn facts and vocabulary related to the La Tomatina. All: Will learn 7 new facts and Spanish words. Most: Will learn 9 ... Some: Will learn 10+ ... Slide 6 should be used in conjunction with the YouTube link and worksheet: All: Watch the Tomatina advert and choose the correct answer! Most: Tick the things you see and the words you hear. Some: Write down other objects and words in Spanish that you see and hear. The YouTube link (1 min 21 secs) advertises the Tomatina and is a short cartoon narrated in Spanish. You may wish to show this a couple of times. Example question: 1. The Tomatina takes place in… A. Valencia, España. B. Sevilla, España. C. Buñol, España. Examples of vocabulary to tick: el mundo el sol la luna una palmera un estadio una iglesia un piano Slide 7 states: You are now going to design your own Tomatina outfit! All: Match the Spanish and the picture! Most: Perfect Pronunciation Challenge! What other items of clothing and accessories can you name? Some: Quick Fire Questions! * Here the students quiz each other English – Spanish, Spanish – English, spellings….. Vocabulary includes: Una camiseta Unos pantalones Unos zapatos Slide 8 : All: Will draw your Tomatina outfit and label the clothing and accessories in Spanish. Most: AND will write the colour: REMEMBER word order and adjective endings. Some: AND include the material. Use your imagination…. You could be a Tomatina superhero, a Tomatina ninja… You decide! The students then grab dictionaries and design, label and finally present/ share their work. The final slide is for reflection. Enjoy!

I use these matching cards with my Year 12 students to build vocabulary associated with the stresses and strains of A Level studies. Expressions: On nous fait travailler comme des fous! Il est possible que je doive redoubler ma première. Je suis complètement obsédé par mes notes! C’est l’angoisse totale quand le prof me rend un contrôle. J’aimerais bien que les programmes soient moins chargés. Mes parents ne veulent pas que je prenne cette filière-là. Je suis hyper stressé(e) ! J’ai un trac fou à chaque fois qu’il faut passer un examen. You may choose to have different levels of challenge. For example, Level 1 = match the cards and discuss the pronunciation. Level 2 = match the cards , discuss the pronunciation and then have quick fire questions from French to English, whereby 1 student closes their eyes and their partner reads out the French cards which the student must translate into English from memory. Level 3 = As Level 2 but the quick fire questions are from English to French. Following checking there are 2 fun games to play, either pelmenism or a game I learnt in Japan called Karuta. In Karuta the students put the English language cards to one side and spread out the French cards in front of them. I then say the English and the students compete to touch the correct French card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. The students love this game!

Spanish PowerPoint presenting holiday destinations and transport. Vocabulary: ¿Adónde vas de vacaciones normalmente? Voy a la costa. Voy a la sierra. Voy al campo. Voy a un pueblo. ¿Cómo vas? Voy en coche. Voy en avión. Voy en tren. Voy en autocar. Voy en ferry. The first slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. Slide12 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 next section of slides have verdad o mentira questions. Then there is a ¿Qué es? slide.

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!

Following on from teaching the comparative (see my PowerPoint), I teach the superlative. Expressions: Thierry est le plus grand. Venus est la plus grande. Mon père est le moins bavard. Ma mère est la moins bavarde. How do we say the best and the worst? Le foot est le meilleur. La pêche est la pire. 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. Explain the parts hi-lighted in red. Most: How do we say the best and the worst? Some: What do you notice about the position of the adjective in these sentences ? Why? C’est la plus grande ville de France. C’est le film le moins intéressant que j’aie jamais vu. The next slides have each phrase and a picture. Use this to elicit the pronunciation, the English, the rules and to drill. Slide 6 considers word order and slide 7 summarises the inormation. This can be printed out and stuck into books. I follow this with my Superlatives Worksheet and Superlative Lotto. Lotto: This sheet can be used for a game of lotto. Expressions include: la plus haute montagne la plus grande région la plus grande ville la plus longue rivière le plus haut monument la plus belle ville du monde Then click on the links to the fabulous free website www.classtools.net where you will find a "fruit machine" where I have written the superlative expressions in French. The students pair up. I hit the "fruit machine" button and they race to correctly translate the day that the picker lands on to win a point. This is lots of fun, is v competitive and can be loud! Worksheet: This differentiated sheet summarises the rules and then asks the students to do the following: All. Translate into English : Example questions: 1. C’est la plus haute montagne = 2. C’est la plus grande région de la France = 3. C’est la plus grande ville = 4. C’est la plus longue rivière = Complete these sentences : Examples: 1. ____________ est le meilleur groupe. 2. ____________ est le meilleur acteur. Most : Write 7 of your own superlative sentences. Some : Read the rule below and write 4 sentences. In a relative clause (a phrase including a verb) which follows a superlative the subjunctive must be used. E.g. C’est le film le plus passionnant que nous ayons jamais vu. C’est le livre le plus émouvant que j’aie jamais vu.

This differentiated role play can be used to practise phrases about school. Examples of questions and answers: Au collège. A. Quelles matières études-tu? B. Je fais ____ matières, y compris les maths, l’anglais, les sciences, l’informatique, l’histoire, la géographie, le dessin, le français, l’allemand, l’EPS, le théâtre, la musique, la technologie, l’économie, les études de commerce, les études médiatiques. A. Quelle est ta matière préférée? B. Ma matière préférée est ________________________ car j’en suis fort(e)/ je pense que c’est facile/ c’est très intéressant/le prof est très sympa/ c’est amusant/ je veux devenir ***. A. Es-tu fort(e) en maths ? B. Oui, j’en suis fort(e)/ non, je n’en suis pas très fort(e). Other questions: A. Quelles autres matières aimes-tu ? A. Quel est ton jour préféré ? A. Aimes-tu le sport ? A. Quelle est la matière que tu détestes le plus ? Extra questions and answers for stronger students : A. Qu’est-ce que tu as eu comme cours hier ? B. Hier j’ai eu _________________, c’était ______________________ A. Qu’est-ce que tu auras comme cours demain ? B. Demain j’aurai __________________ ce sera __________________ A. Qu’est-ce que tu faisais à l’école primaire ? B. Je jouais au cache-cache, je dessinais, je lisais…c’était __________________ Battleships Expressions: Mon école est bien équipée et Mon école est moderne et Il y a 950 élèves en tout et L’année scolaire commence début septembre et Les cours commencent à sept heures et demie et l’année scolaire finit fin juin. les cours finissent à deux heures et demie. un cours dure une heure. la récréation dure quarante minutes. j’ai une heure et demie de devoirs chaque soir. je prépare un examen qui s’appelle le GCSE. 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.

This game practises daily routine phrases using reflexives and the Present Tense. Expressions: Je me réveille Tu te lèves Il se rase Elle s’habille On se promène Nous nous amusons Vous vous brossez les dents. Ils se couchent Elles se coiffent tôt. tard. vers sept heures. à minuit après avoir fait les devoirs. avant de faire du VTT. 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! Song (One PowerPoint Slide): This fun song can be used to practise the Daily Routine and Reflexives. It is sung to the tune of Jingle Bells! The student love the "pipi" bit!! Lyrics: Je me lève, je me lave, je me brosse les dents. Je m’habille, je fais pipi et je quitte la maison. OH ! A huit heures je prends le bus et je vois mes amis. Puis j’arrive au collège à huit heures et demie !

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!

The PowerPoint is used with the Vouloir, Pouvoir & Devoir Matching Cards which have the full conjugation of these verbs. The first slide says: All: Match the cards, line up in this order: je, tu, il/elle/on, nous, vous, ils/elles. 90 % correct. Most: Match the cards as above. 100% correct. Perfect pronunciation challenge! Some: AND: create 5 complex sentences with infinitives and a range of tenses. Once you check the conjugations (using slides 2, 3 and 4) you can play pelmensim and slap the card. Battleships Expressions: Je veux aller en ville mais Tu veux aller au bowling mais Il veut aller à la piscine mais Nous voulons retrouver nos amis mais Je ne peux pas sortir car Nous ne pouvons pas aller au spectacle parce que je dois aller voir ma grand-mère. tu dois garder ton petit frère. il doit promener le chien des voisins. nous devons faire les devoirs. vous devez sortir avec vos parents. ils doivent rentrer avant 22h30. Role Play: A simple role play to help students practise the modal verbs vouloir, pouvoir and devoir. Expressions: Modal Verbs Role-Play. Tu veux… aller en ville ce matin? aller au cinéma samedi soir? aller au bowling demain matin? aller à la piscine aujourd’hui? Désolé(e), mais je ne peux pas parce que je dois… garder ma petite sœur. sortir avec mes parents. promener le chien (des voisins). aller voir ma grand-mère. Tu veux y aller… cet après-midi? demain soir? demain matin? demain? Excuse-moi, mais je dois… laver la voiture (de ma mère). rentrer avant 22h30. ranger ma chambre. faire mes devoirs.

These cards revise key negative expressions. I have also included a range of tenses to stretch stronger students. Expressions: Je ne joue jamais au rugby. Je ne fais pas de musculation. Je ne suis pas sorti(e) avec mes amis. Je n’ai jamais vu ce film. Je ne vais plus faire de yoga. Je ne vais pas manger de chocolat. Je ne mangeais que du pain. Je ne faisais jamais mes devoirs. You may choose to have different levels of challenge. For example, Level 1 = match the cards and discuss the pronunciation. Level 2 = match the cards , discuss the pronunciation and then have quick fire questions from French to English, whereby 1 student closes their eyes and their partner reads out the French cards which the student must translate into English from memory. Level 3 = As Level 2 but the quick fire questions are from English to French. Following checking there are 2 fun games to play, either pelmenism or a game I learnt in Japan called Karuta. In Karuta the students put the English language cards to one side and spread out the French cards in front of them. I then say the English and the students compete to touch the correct French card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. The students love this game! I have used this one slide warmer many times and found it works really well both as a 15 minute starter and as a plenary activity. Give each student a mini whiteboard.Click on the PowerPoint and the students will see a sentence to unjumble and an extension task to change the phrase to a different tense. E.g. au pas je tennis joue ne. Extra: perfect tense. Give the students 20 seconds to figure out and write down the answer, then click on the PowerPoint to reveal the answer: Je ne joue pas au tennis. Je n’ai pas joué au tennis. Other phrases on the slide are: fais ne je voile pas de. Extra: perfect tense. Je ne fais pas de voile. Je n’ai pas fait de voile. ville jamais ne il va en. Extra: future tense. Il ne va jamais en ville. Il ne va jamais aller en ville. d’équitation plus ne je fais. Extra: would no longer like…(conditional). Je ne fais plus d’équitation. Je ne voudrais plus faire d’équitation.

This single PowerPoint slide Warmer/ Starter Activity helps students focus on the pronunciation of the ch, th and r sounds in French. I use this as a quick warmer and ask the students to discuss the pronunciation and meaning in pairs/ groups before eliciting and checking both. After drilling I challenge the students to say each sentence 3 times as fast as possible and then pounce on some "volunteers"! Phrases: Charles a un chien, un cheval et des cochons. Thomas aime le thon, le thé, le théâtre et l’athlétisme. Rebecca mange du riz au restaurant romantique

These French cards present weather conditions in the present, imperfect and future tenses. Expressions: Il faisait beau. Il pleuvait. Il neigeait. Il y avait des nuages. Il y avait des orages. Il faisait du brouillard. Il faisait du vent. Il fait beau. Il pleut. Il neige Il y a des nuages. Il y a des orages. Il fait du brouillard. Il fait du vent. Il fera beau. Il pleuvra. Il neigera. Il y aura des nuages. Il fera du brouillard. Il fera du vent. Il y aura des orages. You may choose to have different levels of challenge. For example, Level 1 = put the cards into 3 columns: imperfect, present and future 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 are 2 fun games to play, either pelmenism or slap the card. Battleships: Expressions: Dans le nord il sera ensoleillé Dans le sud il sera nuageux Dans l’est il y a un fort risque de pluie Dans l’ouest il y aura des averses Dans le centre il y aura des orages et en Bretagne il y aura des éclaircies. et en Normandie il y aura du brouillard. et sur l’île de France il y aura du vent. et à Paris il neigera. et à Nice il fera beau. et à Bordeaux les températures seront en baisse. 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 short extract from the Wallace and Gromit film The Curse of The Were Rabbit as a fun activity to revise fruit and vegetable vocabulary. I show the English language version of the film, but a French version with English subtitles would be better! The activity has an Extra extension task for stronger students. The extract starts with the vicar in the church looking at all his produce for the harvest festival and ends with Gromit waking up in bed. Worksheet extract: Wallace & Gromit! Les légumes! Cochez les choses que vous voyez: des choux une courgette une orange une église des tomates des raisins des pêches des aubergines un chou-fleur un melon une citrouille de l’ail des oignons une bougie du jambon un concombre des pommes de terre...... Extra : Complétez les phrases : 1. Le pasteur a… a) les cheveux gris. b) les cheveux blancs. c) les cheveux bruns. 2. Le pasteur est… a) à la maison. b) dans l’église. c) dans la serre.

I use this worksheet with my Year 12 students with extracts from the French films: a 5 minute extract from Être et avoir (timings on sheet) and 4 minute extract from La chorale. The students attempt to answer as many questions as possible. They won't necessarily all find answers to all of the questions but I have enjoyed listening to the students' interpretations of the extracts they have watched. A great way to introduce a debate about education! Instructions: Réponds oui, non, je ne sais pas. Extra : Justifie tes réponses. Example questions: 1. Est-ce qu’il donne du plaisir à apprendre ? 2. Est-ce qu’il rend les gens heureux ? 3. Est-ce qu’il développe l’esprit critique des élèves ? 4. Est-ce qu’il aime les élèves ? 5. Est-ce qu’il a de l’autorité ? 6. Est-ce qu’il respecte ses élèves ? 7. Est-ce qu’il suscite l’intérêt de ceux qui l’écoutent ?