This is a fun EFL or EMI Ice breaker Human Bingo Card which is a versatile, interactive speaking activity in which learners move around the classroom and talk to their classmates to find people who match the statements on a bingo grid. Encourage students to challenge themselves in how they ask questions, listen to responses, and record the names of classmates who fit each square. The goal may be to complete a line, multiple lines, or the entire card - you choose! Of course, you can be adapted to support a variety of language-learning objectives. This hopes to create authentic opportunities for communication, encourages repeated speaking practice, and helps students interact with a wide range of peers in a low-pressure way. Pedagogical Benefits Ice-Breaking and Community Building Speaking Fluency Practice Listening Skills Development Question Formation Practice Vocabulary Expansion Confidence Building Ideas for adaptability: Beginner (A1-A2) Focus on simple personal information and everyday topics. Example: “Find someone who likes coffee.” Intermediate (B1-B2) Incorporate experiences, preferences, and explanations. Example: “Find someone who has travelled alone.” Advanced (C1-C2) Include sophisticated vocabulary, abstract concepts, opinions, achievements, or specialised themes. Example: “Find someone who identifies as a bibliophile.” Example: “Find someone who has changed their opinion on an important social issue.” You can also focus on development of critical thinking and discussion in these more advanced versions as you can include opinions, beliefs, problem-solving scenarios, or reflective prompts that generate deeper conversations.

IELTS Speaking Card Practice This is a first go of offering and IELTS-friendly structured speaking activity modelled on the IELTS Speaking Test, where learners respond to cue cards, organise ideas under time pressure, and participate in follow-up discussions. Naturally, it is designed to prepare learners for IELTS in authentic, exam-style speaking practice, with transferrable skills for other oral assessments, such as the Camridge set of exams with a similar speaking formate. Use for: IELTS exam preparation, speaking assessments, discussion lessons and independent speaking practice. Can be delivered in a way that is suitable for both serious exam training and engaging communicative speaking tasks.

This is a great ice-breaker or warmer activity for students studying in/ or coming from the Hong Kong context or areas nearby from where students may have entered Hong Kong. A fun warmer, which can be easily edited as an initial document with nice graphics and formatting!

This is a resource to get students able to discuss going out for food when talking about activities ‘en ville’, it can be used with an appropriate sentence builder, or as a stand alone resource. It is worth noting, that in the curriculum for which this was designed, some basic food items had already been presented. It will start with some useful warm tasks - familiar phrases (depending of your curriculum). There is a listening task related to Café des Lilas de Lilian Barbe which offers some authentic french exposure. Students are not expected to understand everything (of course). There is a brief reading task, which could be expanded into a writing task too, at the preference of the teacher. There is also the game le téléphone cassé for listening and speaking training, which could be done first as a class and then in small groups - up to the teacher’s style, class discipline and attainment. If not suitable, trap door is provided instead. The plenary task is a simple reflection French (but could change to English for ease) to act as a formative and summative assessment asking and answering: Où aimerais-tu inviter ton ami(e) ? Aimerais-tu aller dans un café avec un(e) ami(e) ? Que voudrais-tu commander dans un café ?

Please note this has some repeated materials, so if you have already purchased the second or third one in the series you may not find this as helpful. That said, there is some new reading input on: Le Monument de la Renaissance africaine in Senegal, which could act as an interesting cultural item to move away from francophonie as purely French. The reading can used as a translation and pronunciation task too, or teachers could expand it into a self-led or group-led independent research task on Francophone culture and monuments outside of France. Otherwise, the Sondage en classe speaking an listening task, getting students out of their seats and conversing (in French) with their classmates is equipped with a handy worksheet for taking notes and subsequent class-sharing.

Dans ma ville il y a is about giving details of what is in your town. It is recommended to prepare and deliver this as a speaking and listening skills-based class, encouraging students to use and practise exisiting vocab as much as possible. This could be done with the PPT as is, or using the first 2 of the series (and sentence builders, if used) to complement.

This is a resource to get students started on the new topic of ‘en ville’, it can be used with an appropriate sentence builder, or as a stand alone resource. It will start with some useful warm tasks - familiar phrases (depending of your curriculum) and monuments worldwide. There is a listening task which originally matched a Dynamo textbook, however the teacher can do this on-the-spot, using the vocabulary bank provided (unless a script is preferred). There is a reading task, which it is suggested to use for pronunciation training also - as a read aloud task, the order of which could be changed, at the preference of the teacher. The plenary task is a simple reflection in English (can be changed to French) to act as a formative and summative assessment for effective teaching in future.

This resource may be used with a suitable sentence builder or as a stand alone material. The first activity is a starter task, involving translation and image to sentence matching as a mini vocab recognition/ reading comprehension. The lesson then continues on a brief cultural theme, pricing questions, conjugation of ‘aller’ and reading comprehension and speaking practice. The resource has more material than could be covered in a 45 or 1 hour class. It is therefore recommended that the teacher looks at reducing material or spreading over two classes with necessary modifications.

This is a speaking task developed from the previous Emily in Paris - L’influenceuse à Paris Reading task and subsequent writing task - Répondez à Emily par MP. Here students are encouraged to read their text aloud to a partner, who will answer the comprehension questions about their text in the space below. Answers could be in French or any other language used as a Medium of Instruction!

This is a great revision resource for the theme of ‘La vie en famille’ for students studying from the Dynamo 1 curriculum. It is designed as a fun, competitive, team learning with mini-games and quizzes embedded in the PPT. Suitable for 1 hour lesson, but with more than enough activities for more time than that.

This resource is designed to fill a 1h15 workshop for beginners in French. It is an introduction to greetings/ personal info (basic) and food preferences with likes/ dislikes expressions.

This lesson is designed to be approx 30 mins, used as an introduction to Martinique and its culture. It looks at the geographical location, a few key monuments and their visuals as well as simple sentence structures to introduce them. A post card template is also provided on which the full sentences could be recorded to make a short descriptive text of Martinique. It is possible to extend this using the long PPT (originally for EFL) which introduces different food types, with a vocab sheet to complement.

This resource was originally designed for a Y7 class, but ultimately could be used across KS3. It was planned for a class of 50mins-1hour in duration, perhaps it could be used for those a little longer with some minor adaptations. The lesson features everything you would need in th PPT and the reading worksheet which is available as a print out. There are reading, listening and mini-speaking (numbers) activities, reading could be used to inspire writing or read aloud tasks for speaking.

This is a resource aimed at decolonising the teaching of home features in French language instruction, focusing on the objective differences in housing related to climate. That sees us compare different aspects of the Francophone world beyond France. This resource documents differences between Martinique (DOM) and Canada. It is not exhaustive, but merely a whistle stop tour which could feature as one lesson in a unit on home while also discussing culture.

This is a resource for those with an existing foundation in French, it could be used for KS3 or KS4 learners, depending on your goals and objectives and attainment of the student(s). The resource focuses on features of the home/ apartment, drawing on previous learning in resource 1 (Emily in Paris-themed), but expanding by looking at features of the house eg: le salon, la terrasse, la cuisine etc. It features focused vocab study, choral repetition game (beat the teacher) for numbers up to 31 and two reading activities, 1 with a discussion focus, another longer one with more comprehension focus - both introducing different cultural elements at the same time. Readings could be adapted into listening tasks too - all content is in the PPT slides. Enjoy!

Here you will find three comprehensive PPTs with lots of resources to revise the unit of family: who is in the family, how many people, numbers, appearance, home and its features, houses in Martinique vs Canada. Use as you see fit!

This resource should fill a 50mins lesson. it could be used for either KS3 or KS4 to present some cultural notions about Easter, focusing on Alsace in particular.

This lesson has speaking, listening, reading and grammar tasks. To complete every activity as presented in the PPT would likely require quite a rapid pace or a longer lesson of about 1h15-1h20. It would be suitable to break things up/ adapt, with the ‘avoir’ gap-fills having the potential to be extended into a translation task for extra challenge/ activity out of the same resource. The final slide is a plenary game which overs fun higher order thinking, focused on categorisation - if you can’t spot the rules, leave a comment!

There are two different PPT options for this, some crossover in activities means they are not two completely different lessons, but different forms of the same content. For both PPT options, there is a ‘Trouvez Qqn qui…’ human bingo card which can be used as a fun structured read aloud/ mini conversation practise. Naturally, this speaking task could be extended through class feedback, translating the boxes and adding extra detail/ transforming sentences into negatives or using different nouns to practise adjectival agreement.

A resource to share how to describe the place (city, neighbourhood) where you live based on Emily in Paris to introduce French learners to the idea of living in Paris and its arrondissements. Suitable for a 50 minute - 1 hours lesson. Likely you will find there is more content than you might need so you can spend more or less time/ adapt the resources by removing items as you see fit. It is designed to be a challenge for a learner with some foundational skills in French, implicit TL learning was the primary mode of delivery.