PPT lesson based on Dynamo 1, Module 3 (point de départ) about weather and phonics. All main tasks have an extension activity to cater for the more able students. STARTER: introduction to some French phonics using basic French words (neige, guitare, maison, etc). Students write down the vocab and try to guess the English translation using the pictures for support. LANGUAGE INPUT: new vocab about the weather is introduced and practised. A sheet has been provided at the end of the PPT so that students can stick this into their books. MINI-PLENARY - assessment for learning opportunity ACTIVITY 1: listening task based on the weather vocab introduced at the start of the lesson. A transcript is provided for teachers who don’t have access to Active Learn. ACTIVITY 2: more challenging listening task including seasons. Transcript provided. MINI-PLENARY - assessment for learning opportunity ACTIVITY 3: writing task differentiated by outcome (based on the mini-plenary). Students write a short paragraph including the information required by each level. ACTIVITY 4: speaking task where students need to link the weather phrases to a verb in the present tense (eg. quand il fait beau, je joue au foot). FINAL PLENARY

This PowerPoint contains two lessons based on the new Pearson Edexcel GCSE Higher textbook based on the new GCSE being assessed in 2026. It also includes a sentence builder for students to complete. Starter: practice of different physical feature (hair, eyes, body) Language practice: filling in the sentence builder and vocab practice with mini-whiteboards A range of translation, reading and listening tasks (includes dictation task based on the new GCSE specs). In the second lesson, the focus is photo description (based on the new GCSE specs).

This PowerPoint contains two lessons based on the Pearson Edexcel GCSE Higher textbook based on the new GCSE being assessed in 2026. It also includes a sentence builder for students to complete. Starter: cultural task on International Family Day Language practice: filling in the sentence builder and vocab practice with mini-whiteboards A range of translation, reading and listening tasks.

A revision lesson on all the topics from Viva 1, Module 1. It also includes exercises to practise writing skills and a section for DIRT (Dedicated Improvement and Reflection Time). This can easily be adapted to WWW/EBI or any other feedback system used by your school. STARTER: students write down the six sentences in Spanish. Then, they write down the English translation including the missing word, which they need to come up with themselves. Extension: match up the sentence to the correct picture. MINI-PLENARY - assessment for learning opportunity to check how confident students feel with translation. TASK 1: reading activity linked to the outcome of the mini-plenary. Students answer six short questions after reading a paragraph in Spanish. TASK 2: match-up translation task (questions using cómo, dónde, cuántos, cuándo, qué, cuál). MINI-PLENARY - assessment for learning opportunity to check learning so far. TASK 3: writing task answering four questions DIRT - the rest of the lesson includes some writing support structures to guide students in answering the four questions from task 3.

PPT lesson based on Dynamo 1, Module 3, Unit 4 (Tu aimes faire ça?) about activities that you like to do. All main tasks have an extension activity to cater for the more able students. STARTER: translation of some opinion verbs and cognates. GRAMMAR POINT: introduction of the ‘infinitive’ with the endings in French (er, ir, re) which follows all the opinion verbs (j’aime, je n’aime, j’adore, je déteste, etc). LANGUAGE INPUT: practise of opinion verbs with different infinitives (free time activities). ACTIVITY 1: short translation task based on the vocab learnt up to this point. MINI-PLENARY - assessment for learning opportunity ACTIVITY 2: listening task with different opinion verbs and infinitives based on the outcome of the mini-plenary MINI-PLENARY - assessment for learning opportunity ACTIVITY 5: differentiated writing task. Students need to write about what activities they like to do using opinion verbs and infinitives. FINAL PLENARY

PPT lesson based on Dynamo 1, Module 3, Unit 3 (Le sport dans les pays francophones) about sports in French-speaking countries. This unit also covers how to use cognates and context to find out the meaning of new vocabulary. All main tasks have an extension activity to cater for the more able students. STARTER: gap-filling translation activity about the new vocab. The missing words are all cognates. LANGUAGE INPUT: new vocab about sports using the verb ‘on fait’ is introduced and practised. MINI-PLENARY - assessment for learning opportunity ACTIVITY 1: reading task linked to the mini-plenary (differentiation by outcome). Students read a short paragraph and answer the questions in English. MINI-PLENARY - assessment for learning opportunity ACTIVITY 2: match-up task with the phrases learnt so far and the matching photos. MINI-PLENARY - assessment for learning opportunity ACTIVITY 3: listening gap-filling task in French. A transcript is provided for teachers who don’t have access to Active Learn. ACTIVITY 4: walking translation game One student per table gets up to read the translations on the sheet. They note the French translation to the first sentence in their book. They go back to their seat, share the translation with the other students. Another students gets up and repeats the procedure as above. While you wait for the translation à write down the sentences in English in your book. MINI-PLENARY - assessment for learning opportunity ACTIVITY 5: differentiated writing task about sport (including challenge for more able students). FINAL PLENARY

PPT lesson based on Dynamo 1, Module 3, Unit 1 (Tu es sportif/sportive?) about sports and the verb ‘jouer à’. All main tasks have an extension activity to cater for the more able students. STARTER: translation task with cognates (these are some of the sports introduced in this unit). LANGUAGE INPUT: new vocab about sports is introduced and practised. GRAMMAR POINT: stressing the prepositions AU / À LA / AUX when translating ‘I play + sport’. This is because in English there is no preposition and this often causes confusion to students when translating from English into French. MINI-PLENARY - assessment for learning opportunity ACTIVITY 1: writing task where students write in French what sport is played in each pictures using the verb ‘I play’. ACTIVITY 2: listening task linked to the mini-plenary (differentiation by outcome). Transcript provided. MINI-PLENARY - assessment for learning opportunity ACTIVITY 3: writing task differentiated by outcome (based on the mini-plenary). Students write a short paragraph including the information required by each level. FINAL PLENARY: check for understanding of the prepositions AU / À LA / AUX.

PPT lesson based on Dynamo 1, Module 3, Unit 2 (Qu’est-ce que tu fais?) about hobbies and activities with the verb ‘faire’. All main tasks have an extension activity to cater for the more able students. STARTER: translation task with cognates (these are some of the activities/hobbies introduced in this unit). LANGUAGE INPUT: new vocab about activities/hobbies is introduced and practised. MINI-PLENARY - assessment for learning opportunity ACTIVITY 1: listening task linked to the mini-plenary (differentiation by outcome). Transcript provided (this task can also be done as a reading). ACTIVITY 2: more challenging listening task listening task linked to the mini-plenary (differentiation by outcome). Transcript provided. MINI-PLENARY - assessment for learning opportunity ACTIVITY 3: writing task differentiated by outcome (based on the mini-plenary). Students write a short paragraph including the information required by each level. FINAL PLENARY

**PLEASE NOTE: this lesson is based on the previous specs Edexcel (2016). ** A revision lesson on reading, writing and translation skills based on the Pearson Edexcel specs (higher tier). TASK 1: given the picture, students need to guess what the category is (eg. stadium >> deporte, coffee >> bebida, etc).GRAMMAR POINT: reflexive verbsBRAINSTORM TASK: students try to remember as many examples as possible of the different tenses and other grammatical structures.TASK 2: guided photo task practice.TASK 3: guided translation task.TASKS 4, 5, 6, 7: reading practice.TASK 8: practice of the general conversation modules.

PLEASE NOTE: this lesson is based on the previous Edexcel specs (2016). A revision lesson on reading, writing and translation skills based on the Pearson Edexcel specs (foundation tier). TASK 1: guided example o how to complete a photo task. TASK 2: photo task without support. TASK 3: mini-test to check memorisation of key verbs. TASK 4: photo task without support. TASK 5: guided translation task. TASKS 6, 7, 8, 9: reading. TASK 10: practice of the general conversation modules.

Lesson on school uniform based on Dynamo 1, Unit 2.2 (Qu’est-ce que tu portes?) Starter: recap of colours which will be used to describe different parts of the uniform (this task also includes an extension for higher ability students). Input: this slide shows the grammar rule for which colours always go after the noun. Task 1: oral practice of the different clothes with the question ‘qu’est-ce que tu portes au collège?’ Task 2: scaffolded translation practice of different clothes and colours (English-French). Task 3: scaffolded translation practice of different clothes and colours (French-English). Plenary: using emojis to assess learning at the end of the lesson.

PPT lesson based on Viva 1, Module 2, Unit 3 on talking about the weather using ‘cuando’ and regular -AR verbs in the present tense (1st person). STARTER: short match-up activity where students match the Spanish and English weather phrases using the photos for support. MINI-PLENARY - assessment for learning opportunity) LISTENING TASK: students need to recognise the correct weather phrases (teachers can read these aloud or access the recording on Active Learn if they have a subscription). TRANSLATION TASK: using the vocab sheet for support, the students translate the Spanish sentences into English. MINI-PLENARY - assessment for learning opportunity) READING TASK: students read the four paragraphs where different people talk about the weather where they live during different seasons. This task is differentiated by outcome based on what the students chose in the mini-plenary.

A film lesson based on the 2016 film ‘Zipi y Zape y la isla del capitán’ (English: Zip & Zap and the Captain’s Island). Starter: a simple translation task using possible translations given in the exercise. Show the trailer before task 2 (link in the PPT). Task 1: practising opinion verbs using the 1st and 3rd person. Mini-plenary using traffic lights as an assessment for learning opportunity. Task 2: describing the film poster using the GCSE photo description format from the speaking exam. You can now play the film and follow the instructions on slide 6. Task 3: describing the main characters’ clothes (revision of colours and clothes vocab) Resume the film and follow the instructions on slide 8. Task 4: photo description of one of most important scenes in the film Resume the film and follow the instructions on slide 10. Task 5: photo description of the villain.

A lesson on describing where you live based on Dynamo 1, Module 4, Unit 2. Each task includes an extension to cater for the more able students. STARTER: students recall previous learning by answering the question ‘où habites-tu?’ MINI-PLENARY - using red/amber/green emojis to check that students are confident with previous learning. LANGUAGE INPUT - a series of sentences containing the verb ‘j’habite’ and different places. CONTROLLED PRACTICE - multiple choice game to check if students remember the vocab just introduced. TASK 1: short translation task (8 sentences) with the verb ‘J’HABITE’ and different places. MINI-PLENARY: assessment for learning opportunity to check for understanding and gauge how confident students are with the topic so far. TASK 2: listening task linked to outcome of the mini-plenary. Students complete a different questions depending on the level they chose. A transcript is provided for teachers without access to Pearson Active Learn. MINI-PLENARY: assessment for learning opportunity. This is particularly helpful for the teacher as it gives an insight into how difficult students found the language introduced up to this point. TASK 3: writing task linked to outcome of the mini-plenary. Students complete a different task based on their level of confidence. PLENARY: final opportunity to assess learning within the lesson.

Lesson on school subjects based on Dynamo 1, Unit 2.1 (Qu’est-ce que tu penses de tes matières?). Starter: sorting some school subjects into J’AIME and JE N’AIME PAS (this is to revise opinion verbs and introduce some cognate school subjects). Task 1: introducing more school subjects and practising pronunciation with the verb J’AIME Task 2: more pronunciation practice Task 3: sorting out task with J’AIME and JE N’AIME PAS and the school subjects in French (this includes an extension for higher ability students that included adding a reason - e.g ‘car c’est amusant’). Plenary with emojis to assess learning at the end of the lesson. A support is sheet is included at the end of the powerpoint.

PPT lesson based on Dynamo 1, Module 2, Unit 4 on describing a typical French school. STARTER: revision task on dates (numbers and months). This is to introduce when school holidays are in France. MINI-PLENARY - assessment for learning opportunity (linked to the next task) ACTIVITY 1: translation of a typical school canteen menu (mostly cognates are used to support students in completing this task). MINI-PLENARY - assessment for learning opportunity (linked to the next task). ACTIVITY 2: students write down the vocab in French and try to translate it into English based on their choice from the mini-plenary. MINI-PLENARY - assessment for learning opportunity (linked to the next task). ACTIVITY 3 - listening task where students fill in the gaps with a word from a list.

A lesson on family members based on Dynamo 1, Module 4, Unit 1. Each task includes an extension to cater for the more able students. STARTER: students decide if the adjectives provided are masculine or feminine. This is an important recall task to check previous learning. An extension task is provided (translating the adjectives into English). GRAMMAR POINT: explanation of adjectival agreement. MINI-PLENARY: assessment for learning opportunity to check for understanding and gauge how confident students are with the topic so far. LANGUAGE INPUT + TASK 1: introduction of family members. Students look at the photo and translate the word for each family member into English (example: ma mère = my mother). MINI-PLENARY: assessment for learning opportunity. This is particularly helpful for the teacher as it gives an insight into how difficult students found the language and grammar introduced up to this point. TASK 2: listening task linked to outcome of the mini-plenary. Students complete a different number of question depending on the level they chose. A transcript is provided for teacher without access to Pearson Active Learn. MINI-PLENARY: assessment for learning opportunity. This is particularly helpful for the teacher as it gives an insight into how difficult students found the language and grammar introduced up to this point. TASK 3: writing task linked to outcome of the mini-plenary. Students complete a different task based on their level of confidence. PLENARY: final opportunity to assess learning within the lesson.

A lesson on infinitive regular -ER verbs based on Dynamo 1, Module 1, Unit 5 (Qu’est-ce que tu fais?). Each task includes an extension to cater for the more able students. STARTER: students write down a list of different verbs in the infinitive. Then, they need to guess what their English translation is based on their previous knowledge of cognates. LANGUAGE INPUT: the teacher explains what the infinitive is in French. MINI-PLENARY: first assessment for learning opportunity to check for understanding of the grammar point (language input). TASK 1: reading activity based on the infinitive verbs introduced in the starter. Students need to be able to identify them and match them to the correct person. LANGUAGE INPUT: the teacher shows the difference between the infinitive and the verbs conjugated in the present tense. TASK 2: listening task based on the verbs covered in the language input. A transcript is provided for teacher who don’t have access to Active Learn. MINI-PLENARY: assessment for learning opportunity using red, amber, green traffic lights. TASK 3: writing task linked to outcome of the mini-plenary. Students complete a different task based on their level of confidence. PLENARY: final opportunity to assess learning within the lesson.

An introductory lesson to the Spanish phonics and alphabet. The lesson also has a variety of exercises to practise pronunciation as well as videoclips with songs. STARTER: writing down the phonics with the examples. LANGUAGE INPUT: teacher repeat some of the phonics out loud to help students memorise the correct pronunciation. TASK 1 - speaking task where students repeat to each other words containing the phonics just explained. LANGUAGE INPUT: choral repetition of the Spanish alphabet. TASK 2 - students write down a list of 5 words and spell them out in Spanish. PLENARY - using a song to assess learning at the end of the lesson. This can be stopped to pick on incorrect pronunciations.