The first slide has all the phrases to be taught on it: 1. Salut. 2. Bonjour. 4. Bonsoir. 5. Ça va? 6. Ça va très bien merci! 7. Ça va bien merci. 8. Ça va. 9. Comme ci comme ça/ Bof. 10. Ça ne va pas/ Ça va mal. It 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. I always elicit a gesture to represent each greeting which can then be used for a fun game of Simon Says! 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!

I use this French Christmas Mystery with my Year 10 and 11 students who have studied the perfect tense and perfect infinitive. It could also be used with younger Gifted and Talented students. I show them the PowerPoint first, eliciting the information in English and then give them out a set of cards. There are a variety of clues, including some red herrings, so the students really have to use their thinking skills and teamwork. I allow them to use dictionaries. * The ANSWERS to the mystery are at the top of the cards sheet. Be careful not to give this information out!! All students are aiming to figure out who. Most to find out what gift and some why. The suspects are the Santa’s reindeer including; Tornade (Dasher), Danseur (Dancer) , Furie (Prancer), Fringant (Vixen) and Comète (Comet)! Examples of clues: Hier soir Tournade a porté des gants jaunes. Danseur est allé à la discothèque à 18h00. Il est rentré à 22h00. Danseur ne s’entend pas avec Tonerre. Furie a perdu son portable. Enjoy!

This series of worksheets accompany the fabulous and quirky French film Belleville Rendez-Vous, which links nicely to Le Tour de France. There are warmer activities and differentiated questions such as tick what you see and putting statements into the correct order for the students to complete. This should take about 3 lessons, great towards the end of term!! Example questions: Exercice B: Vrai ou faux? 1. Quand Champion était jeune il jouait du piano. 2. Quand Champion était jeune il aimait les trains. 3. Bruno aimait les trains. 4. Le film a lieu après 1937. 5. Champion n’aimait pas faire du vélo. 6. Plus tard Madame Souza est devenue entraîneuse. Exercice C : Mettez les phrases dans le bon ordre (1 – 11): Champion se couche : Madame Souza passe l’aspirateur : Bruno rêve (X2) : __ & __ Le Président parle du Tour de France : Des gangsters chassent Champion : Champion mange son dîner : On est au Tour de France : Le camion est en panne : Il s’entraîne en écoutant un disque : Champion monte la montagne : Extra : 1. Comment dit-on « Long live the Republic ? » 2. Comment dit-on « long live France ? » 3. Combien de fois est-ce qu’on voit la Tour Eiffel ? 4. Champion se couche à quelle heure ? 5. Quelle est la date de la photo de Bruno et Champion à la Boule ? 6. Le 17ième étape de la tour de France, où a-t-elle lieu ? 7. Comment dit-on « broom wagon ? » Enjoy!

I show the film with English subtitles.This differentiated worksheet is divided into extracts (timings shown). I translate the questions with the students, watch the extract and then check the answers. All sections have some Extra questions to stretch the more able students. Worksheet EXTRACTS: Les choristes. Introduction : divisez les mots ! Lefilm« Leschoristes »alieuenFranceen1949. ClémentMathieuestprofesseurdemusiqueauchômage.Ilaccepteunemploidesurveillantdansuneécoleoùsontplacésdesgarçonsdifficiles. Extra extract : Mathieuserendcomptequelesenfantsontdavantagebesoindecompréhensionet delibertéetilformeunechoraleàpartirdesaclasse. 0 – 4.16 Extract: Cochez les choses que vous voyez : un drapeau des bijoux des gratte-ciels un syndicat d’initiative un nœud papillon un ouvre-boite un costume une rose Extra extract : 1. Le début du film a lieu dans quel pays ? 2. Comment dit-on «an urgent phone call from France» en français? 4.16 – 15.00 extract: Vrai ou faux ? 1. L’histoire commence le 15 janvier 1949. 2. Fond de l’étang veut dire « rock bottom. » 3. Il y a du soleil. 4. Le directeur est ancien joueur de piano. Extra extract : 1. Comment dit-on « ils sont comment, les gamins ? »? 2. Quand Clément rencontre Rachin il est quelle heure? 15.00 – 25.08 extract: Choisissez la bonne réponse. 1. Chaque élève doit écrire leur nom, leur âge et…. a. …leur adresse. b. …leur anniversaire. c. …le métier qu’ils aimeraient faire. 2. Clément a… a. …faim. b. …peur. c. …soif. 3. Le Querec aide… a. …le père Maxence. b. …Clément. c. …le directeur.

These resources celebrate the Rio 2016 Olympic and Paralympic games. They build student’s knowledge of sports vocabulary and adjectives using YouTube extracts, colourful slides, animations, matching cards, a video extract worksheet and finally a creative task to help the students express their Olympic/Paralympic passions! Slide 2 presents the differentiated lesson objectives. Slide 3 has the Olympic motto and some great black and white pictures of Olympian heroes. Slide 4 is the warmer task to name as many Olympic/Paralympic sports as possible from student’s previous knowledge and includes links to the Ensemble Campagne officielle du CIO in both French and English (1 min 30 secs each) to inspire the students. They may do this in teams, pairs or individually. The full list of Olympic and Paralympic events can be found on a PDF in these resources. Slides 5 to 43 build new Olympic/Paralympic sports vocabulary. Expressions presented: L’athlétisme L’aviron Le canoë-kayak Les sports équestres L’escrime L’haltérophilie La lutte Le plongeon La natation synchronisée Le tir Le tir à l'arc La voile Slide 5 invites the students to: All: Match Up! Most: Perfect Pronunciation Challenge! Some: Quick Fire Questions! *Here the students quiz each other, e.g French to English, English to French, spellings etc. of the new vocabulary. Slides 6 to 17 have 1 slide per expression and allow you to drill the new vocabulary. Then there is graded questioning. Slides 19 to 30 show the images and give the students a choice of two possible sports to choose from. Then slides 31 to 43 are what’s missing? slides. Slide 44 should be used in conjunction with the worksheet. Here the students tick the sports they see on the Paralympic trailer video (2 mins 48 secs) and includes an extension task for stronger students. The answers are on the first two pages of the worksheet PDF. The next slide should be used in conjunction with the English-French adjectives matching cards. Adjectives: travailleur/ euse, enthousiaste, paresseux/euse, nerveux/euse, concentré(e), assuré(e), détendu, ravi(e), fier/ fière, égoïste, têtu(e), lent(e), rapide, bavard(e), habile. Then complete the second half of the worksheet where students watch the official Rio 2016 trailer and tick the adjectives which reflect the emotions of the athletes and spectators as well as other adjectives to describe what they see. There is an extension task. Then the students have a choice of three creative tasks: to design and decorate in French an Olympic torch, a flag or to write a poem about their Olympian/Paralympic hero. Both PowerPoint slides have an accompanying worksheet including a suggested poem template. The final slide provides an opportunity for reflection.

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 created this PowerPoint to share photos I had taken on a trip to Cuba and to revise the Preterite Tense. Phrases used: Fui de vacaciones a Cuba. Cuba es la isla más grande del Caribe. Pasé unos días en La Habana, la capital. Hay edificios antiguos, parques y monumentos. Lo qué más me gusté fueron los coches americanos de los años cincuenta. Hay música en todos partes. Músicos tocan salsa y están en todos los bares y restaurantes. Pasé un día en la playa. Hizo mucho calor, tomé el sol y descansé. También pasé unos días en el campo donde observé la naturaleza tropical. ¡Me encantó! I ran through the presentation giving time for the students to discuss the meaning and pronunciation in pairs before pouncing on them for their answers and drilling the class. Stronger students were also asked to discuss the formation of the preterite verb, including the infinitive it came from. The presentation could then be used a a template for the students to produce their own presentations about a Spanish-speaking country.

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!

Astérix et la surprise de César. This differentiated worksheet has a range of activities. Run through the questions, play the clip and check the answers. Timings are on the sheet. Each section has an Extra set of questions to stretch stronger students. I play the film with the French subtitles for the hard of hearing. Extract: 0 – 3.30 minutes. Cochez les choses que vous voyez ! une colline un feutre une araignée un soldat un village une limonade une maison une mouche Extra extract: 1. Comment dit-on «Astérix is here» ? 2. Comment dit-on «these romans» ? 3.30 – 11.35 extract: Vrai ou faux ? 1. Un cerf mange des fleurs. 2. Astérix et Obélix chassent des sangliers. 3. Les éléphants apportent des cadeaux pour César. 4. César est sympa. Extra extract : 1. Comment dit-on «your glory»? 2. Comment dit-on «the richest man in Rome »? L’homme le plus riche de Rome. 11.35 – 23.08 extract: Mettez les phrases dans le bon ordre. Le druide fait une potion magique. Les Gaulois et les Romains se battent. Idéfix regarde une grenouille.

These resources are aimed at students who have previously studied some of the present tense (Year 9 or 10 UK). On slide 1 there is a tonguetwister warmer and slide 2 states the differentiated Lesson Objective. The next slides revise the concepts of the infinitive, subject pronouns and conjugation. Slide 9 then instructs the students to peer teach these concepts. The students then follow the instructions on slide 10 and use the cards to conjugate jouer, finir and attendre. Slides 11, 12 and 13 have the conjugations and slide 14 has the je form of some key irregular verbs: J’ai, je suis, je fais, je vais, je veux, je peux, je dois. The students could then play slap the card (you say the English, they slap the correct card before their partner in order to win it). Slide 15 is to be used in conjunction with the worksheet. This is differentiated into all, most and some and includes translations, and sentence writing (the first sheet reviews all the information taught). Slides 16, 17 and 18 have the answers and suggestions for peer assessment of the sentences. Slide 19 shows the original Learning Objective and can be used for a plenary/ reflection. Enjoy!

This 5 slide PowerPoint can be used to elicit the possessive pronouns. You need to print out the 3rd slide for the students to fill in.

This 18 slide Harvest Festival assembly, tutor/form time/ PSHE presentation aims to show the students how fortunate they are and to consider the problem of food waste. I have used colourful images and animations and kept text to a minimum. There are several opportunities for audience participation, pairwork, groupwork and class discussion. The first slide has a teaser to get the students thinking. There are pictures of wheat, sugar cane, sugar beet, a chicken, a cow and some strawberries. The students have to think what the connection could be. Encourage the students to be imaginative in their responses! The second slide shows the link: the origin of ingredients to make a Victoria Sponge Cake! Slide 3 asks How much do you THINK about the food you eat? Slide 4 states: Gives a brief description of Harvest Festival. Slide 5 states: Harvest Festivals are celebrated around the world such as…. Slides 6 – 8 name and have pictures of 3 festivals: The Blessing of the Sea in Greece, The Rice Harvest in Bali, Indonesia and The Rice Harvest in Bali, Indonesia Slide 9 states: These festivals focus on giving thanks and being grateful for the food on our plate. Slide 10 asks: How much do you THINK about the food you eat? Here is some food for thought… Slide 11 states: These days we import food from all over the world. If our crops fail we can still eat. Slide 12 states: Other people are not as fortunate. Today, famine is most widespread in Sub-Saharan Africa. It is caused by many factors such as drought, crop failure and war. It is also influenced by climate change. Slide 13 shows a picture of a mountain of parsnips and says: Here is a bumper crop of parsnips. However, the following 2 clicks give the following information: Hang on……these are actually waste parsnips in the UK, thrown away because they don’t look right. Slide 14 shows the famine picture beside the mountain of parsnips picture and asks: How do these pictures make you feel? Slide 15 states: Fortunately charities such as FareShare are doing something about food waste. They save good food destined for waste in the UK and send it to charities and community groups who transform it into nutritious meals for vulnerable people. Some FareShare facts are displayed. If you want to read up the website address is http://www.fareshare.org.uk/ and there are probably locally-run groups in your area which you may want to research and perhaps even support. Slide 16 asks: Do you waste food? What can you do to reduce your waste? Slide 17 says: This Harvest Festival take a moment to think about how lucky we are and what you can do to help others…. Slide 18 says: …including the chef! On this slide is the quotation: cooking with love provides food for the soul. Enjoy! If there are other assemblies that you need let me know and I’ll see what I can do!

Expressions: J’ai chaud, j’ai froid, j’ai faim, j’ai soif, j’ai envie de vomir, j’ai envie de dormir, j’ai de la fièvre, j’ai un rhume, j’ai la grippe, j’ai le rhume des foins. 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 for the first 6 expressions. 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. Then the process is repeated for the remaining expressions. 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 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. All: Translate the films below. Most: Identify the tenses. Some: Perfect Pronunciation Challenge & QFQs! Je regarde un film d’aventure. Je vais regarder un dessin animé. J’ai regardé un film policier. J’adore regarder les films de science-fiction. Je n’aime pas les films d’horreur. Je regarde un western. Je vais regarder une comédie. Nous avons regardé un film romantique. 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 designed these activities to commemorate the centenary of the outbreak of the First World War. These resources could also be used each year to commemorate the Armistice. I really wanted the students to experience and express an emotional connection with the topic and can honestly say that they produced some extremely moving written work in response to the material. They were also studying themed lessons in History, English and Drama lessons on the topic of World War 1. I spent 2 lessons on these activities and used them with my Year 9 students (aged 13-14). I feel it would also work well with Year 10 students (aged 14-15) and younger Gifted students. The PowerPoint guides you through the material. It starts with a YouTube link to play as the students enter the classroom. This shows footage of trench warfare and I felt this powerfully set the scene for the lesson to come. Slide 3 presents the objective: To learn about La Première Guerre Mondale and to respond creatively to your learning. This is then differentiated into All, Most and Some. I then give out the cards to unjumble the following text: Les 3 et 4 août 1914, l’Allemagne, la France et l’Angleterre se déclaraient la guerre. C’était le début de la première guerre mondiale. Elle allait durer quatre ans. Pendant la guerre, environ 19 millions de personnes sont mortes (9,7 millions de militaires). En 1918 on comptait 1 325 000 soldats français morts. Beaucoup étaient très jeunes. Les conditions de vie dans les tranchées étaient très difficiles. Il faisait froid. Il y avait de la boue et les soldats étaient souvent sales. Il n’y avait pas d’électricité et pas de chauffage. Les hommes dormaient dehors. They found the text unjumbling activity pretty challenging so I circulated and game plenty of support. It is definitely worthwhile printing out slide 4 which gives useful vocabulary translations to support the students. The students then watch a 4 minute extract from the film Joyeux Noel (make sure you have the English subtitles) and complete the worksheet. If you do not have the DVD you may be able to find the correct extract on YouTube. The students then have time to produce their creative response. Weaker student can produce and acrostic or a calligramme using their support sheet. Stronger students may adapt the Nelson Mandela Poem to write about La Guerre. More gifted students can read through the letter from the frontline in the book Lulu Et La Grande Guerre (scan attached) and write their own letter. I asked the students to read out/ present their work to the class and we created a stunning display of the student’s work. Finally there is a slide to reflect on What Went Well (WWW) and Even Better If (EBI).

Expressions: Tu veux venir chez moi? Tu veux aller au cinéma? Je ne peux pas. Je dois faire mes devoirs. Je dois aller voir ma grand-mère. Je dois garder ma sœur. Je dois promener le chien. Je dois ranger ma chambre. 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 (PPC = Prefect Pronunciation Challenge!) and question each other (QFQ = Quick Fire Questions) 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!

This simple 5 slide PowerPoint elicits the formation of the Conditional Perfect Tense. My students found this a challenging 15 minute warmer activity to test their knowledge of the conditional perfect tense. I gave out mini-whiteboards and gave them 20 seconds to choose the correct answer. Choisissez la bonne phrase au conditionnel passé A. J’aurais fini B. J’aurait fini C. J’aurais finie D. J’aurai fini Enjoy!

The PowerPoint should be used with the English - French matching cards to elicit the formation and use of the present participle. Examples of expressions on cards: Il faut réagir énergétiquement en évitant de se battre. You have to react energetically while avoiding a fight. Tu ne perdras jamais de kilos en mangeant tant de plats sucrés. Will will never ________________ whilst you eat so many ___________.

The first slide quickly revises regular past participles using the following examples: J’ai joué au foot. J’ai fini mes devoirs. J’ai vendu ma voiture. Elicit from the students how to change the infinitive into the regular past participle. Slide 3 explains: If we take the verb faire and apply the rules for re verbs we get the following: Faire – re = fai + u = faiu! French doesn’t like this so the verb faire has the irregular past participle fait (which doesn’t follow any rules). Slide 4 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 (PPC = Perfect Pronunciation Challenge) and question each other (QFQs = Quick Fire Questions) 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. Then there are multiple choice slides followed by 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! Expressions presented: J’ai fait du ski. (faire) J’ai bu un coca. (boire) J’ai vu la Tour Eiffel. (voir) J’ai lu un livre. (lire) J’ai pris une photo. (prendre) J’ai écrit une lettre. (écrire) J’ai dit bonjour! (dire) Cards: These matching cards can be used either to elicit key irregular past participles or to revise previous learning. Expressions covered: J’ai fait du ski. Faire = to do/make J’ai bu un coca. Boire = to drink J’ai vu la Tour Eiffel. Voir = to see J’ai lu un livre. Lire = to read J’ai pris une photo. Prendre = to take J’ai écrit une lettre. Écrire = to write J’ai dit bonjour! Dire = to say You may choose to have different levels of challenge. For example, Level 1 = put the cards into 3 columns: the picture, the infinitive and the perfect tense phrase and discuss the pronunciation. Level 2 = As above 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 Following checking there are 2 fun games to play, either pelmenism or slap the card.

Expressions: Avant de faire mes devoirs Avant de quitter la maison Avant de manger le déjeuner Avant de me coucher Avant de voyager autour du monde je m’étais levé(e) tôt. j’avais fait la vaisselle. j’avais lu une bande dessinée. j’avais vu les actualités. je m’étais lavé(e). 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!