great revision tool. I use an infinitive random selector between tasks. (AFL MWB before moving on to next tense) Each student is given a tense written en MWB face down at the begining of the lesson (they will be responsible for the tense for the 2 first tasks) You might want to give them a chance to discuss their answer before showing answers (task one / talk for learning) progression from identifying tenses to applying in context (translation) Final exercise is a speaking task. Ideally students would be given time to use skills aquired in translation exercise to prepare the speaking before being given opportunities to answer the questions. This is a lesson designed for a double period join my page on https://www.facebook.com/groups/214435352303703/?fref=ts

how and when to differentiate?

a variety of activities planned for clear progress (one of the listening is on active teach but you could also just record yourself)

describe your fitness routine

describe your pet

short introduction to the different components of the speaking exam (new spec) with a couple of pictures at the end to practise picture based discussion hope you find it useful

starter = mind map to discuss then 3 stage 5 guesses game (one student think of one of the possibility the other has 5 guesses to try and find it) the rest is self explanatory

wonder how to support your students and give them a clear routine for their exam? Look no more! Created by myself with 2 colleagues input Please rate / comment

The picture is my face so change it and put yours instead :) for the last task each student is given a number and has to pretend that they will be whatever the fortune teller has predicted One of my favourite lesson to teach, great fun! join my page on https://www.facebook.com/groups/214435352303703/?fref=ts

great revision tool. I use an infinitive random selector between tasks. (AFL MWB before moving on to next tense) Each student is given a tense written en MWB face down at the begining of the lesson (they will be responsible for the tense for the 2 first tasks) The past tense part: make sure you reinforce the 3 parts past tense (like a French flag) the verb avoir is to be sung using the pink panther tune progression from identifying tenses to applying in context (translation) Final exercise is a speaking task. Ideally students would be given time to use skills aquired in translation exercise to prepare the speaking before being given opportunities to answer the questions. This is a lesson designed for a double period join my page on https://www.facebook.com/groups/214435352303703/?fref=ts

The idea is to give students an opportunity to give feedback on written task. As a starter you might want to review marking policy of your school (i.e: sp = spelling, acc = accent) or maybe give a variety of targets and ask students which ones are the most effective / SMART and will help someone to progress / improve their work. first task given. Students are given time to mark the work giving a WWW / EBI. apply target then repeat with second task

the first 3 slides are reinforcing the language structures you want to see in the description via talk for learning games (and a guided writing starter) slide 5 to 9 are a writing task (each student is given a piece of paper and answer a question. they then fold the paper and pass it on the next person who will have to answer the next question) slide 10 is feedback= highlight everything that went wrong to explicit the success criteria for the final task (i.e lack of coherence, TM, linking word...) Students then redo the task by themselves with the SC commonly agreed peer assessment

double lesson speaking (colourcoded boxes)/ reading / writing tasks

I teach secondary and I have worked closely with local primary school and came up with the scheme of learning. I would be happy to help you plan the lessons, just get in touch. I tried to work backward from the GCSE requirements and thought of what I believed could be an effective SOL to accelerate students' progress at KS3 and 4.

a lesson on helthy lifestyle and giving advice including speaking / reading and writing (a* structures are infinitive structures) join my page on https://www.facebook.com/groups/214435352303703/?fref=ts

guided writing (translation) followed by independant application of language in context (speaking / spinning game) and active listening (grid to be completed by students as they listen)

the starter is a reading exercise once corrected you may want to give students the opportunity to think of reasons to do sports regularly Choral repetitions followed by check and challenge (word covered) battleship translation application of language independently plenary = hot seat for more tips / resources join me on Teachers of MFL (Facebook) the structure of this lesson was the result of join planning. The lesson however is solely my work

differentiated starter 3rd slide = choral repetitions / 4th slide = "talk like an expert" trapdoor game The pictures are meant to be replaced with a picture of you (that's my face haha) same for the little word play (I'm Miss Dada hence the Ridada) Great fun to revise third person description Make sure you give feedback so I can improve it if needed! join my page on https://www.facebook.com/groups/214435352303703/?fref=ts

Full lesson on justifying opinions using il y a ou on peut Take your students on a journey to one of the most beautiful regions of France (hyperlink on third slide) For the slide that says " back to back " divide your pairs in ones (more able) and twos (less able) twos look away and fill in their grids while ones read the sentence and vice versa Please rate the lesson

first lesson on house chores and justifications for year 9,10 or 11. Review the starter at the end to show progression

You will need / recorders / talking box for this lesson ideally At the beginning give to your team leaders (G&T) one question from the last slide to prepare during the lesson (the question is given in an envelop with the instructions on it cf picture). I have a language assistant that will take them out one by one during the lesson, to record their question on the talking boxes. First step: identifying tenses / key words to figure out meaning second step: AFL ABC cards third: translation 4 = understanding question from recording and designing a potential answer (group work / carousel) 5 = whole class AFL: I play the recording one by one, ask a team to read their answer and other students to use traffic light (appropriate answer or not and justify) 5= plenary reflexion I am teaching that lesson straight after the revision lesson (4 tenses) which ends on a speaking exercise For more tips / resources join Teachers of MFL on Facebook