I’m Rachel and I've been teaching for 18 years! I first taught English (TEFL) in Japan and Madrid and then taught French and Spanish in Surrey. I subsequently worked in a UK curriculum school in sunny Dubai. I have now relocated to the UK and have a gorgeous baby daughter!
I have a learning-centred approach and encourage my students to be active and reflective learners. I really enjoy the creative process of making PowerPoints and worksheets and hope you enjoy using them!
I’m Rachel and I've been teaching for 18 years! I first taught English (TEFL) in Japan and Madrid and then taught French and Spanish in Surrey. I subsequently worked in a UK curriculum school in sunny Dubai. I have now relocated to the UK and have a gorgeous baby daughter!
I have a learning-centred approach and encourage my students to be active and reflective learners. I really enjoy the creative process of making PowerPoints and worksheets and hope you enjoy using them!
This 20 slide PowerPoint presentation can be used for an assembly, for form time, tutor time or PSHE on the first day or week of school. The aim is to help students to consider how lucky they are to have an education and to be inspired to set themselves goals and targets for the academic year. It is full of colourful pictures and animations to hopefully grab the attention of the sleepiest of students! It can be simply shown with very little commentary or can be used for detailed discussion as you wish.
The first slide says Welcome to Year *! (you need to fill in the year group!)
The second slide asks How were you feeling this morning? And gives various options:
Sleepy, sad, scared, lucky, inspired, happy, fed up, grumpy, excited, nervous, positive. Or maybe something else? This can be used as an opportunity for pair, group or class discussion.
Slide 3 says: Here are some other classes starting the school year around the world….
Slides 4 – 8 show classes around the world such as: “Nguyen Thi Phuong teaches a class in Van Chai, Vietnam without books or electricity”, and “Syrian refugee students at one of the Unicef schools at Zaatari refugee camp in Jordan, near the border with Syria.” These slides can be used to elicit the student’s observations about the lives and education of these students and as an opportunity for pair, group or class discussion.
Slide 9 then repeats slide 2: Asking How do you feel now? And gives various options:
Sleepy, sad, scared, lucky, inspired, happy, fed up, grumpy, excited, nervous, positive. Or maybe something else?
Slide 10 asks What was the best thing you did this summer?
Slide 11 states Maybe you did something extraordinary….. and shows pictures of various Olympians from the Rio 2016 Olympic Games.
Slide 11 continues the theme of doing something extraordinary and shows a picture and brief description of the amazing Malala Yousafzai who was targeted by Taliban gunmen in 2012 for expressing her views on education.
Slide 13 asks: Will you do something extraordinary this year?
What goals will you aim for?
Slide 14 – 17 give suggestions e.g Maybe a physical challenge? Make the football team, Run 5K, Learn a new sport, Start training for Tokyo 2020! Beat my swimming PB & Exercise every day. The other challenges are Creative, Academic and Something Else e.g. volunteer, raise money for charity…
Slide 18 says Picture yourself achieving your goal. How does it make you feel? And gives various options: Sleepy, sad, scared, lucky, inspired, happy, fed up, grumpy, excited, nervous, positive. Or maybe something else?
Slide 19 has the brilliant Nelson Mandela quotation: “Education is the most powerful weapon which you can use to change the world.”
Finally slide 20 says Have a great school year!
Enjoy!
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.
Mon école est vieille/ moderne.
C’est une école mixte.
Il y a 2500 élèves.
Il y a soixante salles.
Il y a une bibliothèque.
Il y a une cantine.
Il y a un centre sportif.
Il y a dix labos.
Il y a un terrain de sport.
Il y a douze salles d’informatique.
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 “either **** or ****?” 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 worksheet have a French to English match up of the new expressions. This is followed by a gap-fill where the words needed to fill in the gaps are jumbled up in brackets after the gaps (except for the school name). E.g.
Mon école ____________ (aes’plple) __________________________. C’est une _________ (iieellv) école mixte près du centre-ville. ______ (y il a) environ deux mille cinq cents ________ (éèlevs)
Then there is a further gap-fill which covers related topics about favourite subject, the school day etc.E.g.
Some : Remplissez les blancs:
L’école commence à ____________ (ithu hseeur) et demie. Chaque cours dure ______ (nue) heure. J’apprends treize ____________ (esmèrtia). J’adore ________ (sanlg’lai) car c’est ______ (rstè) intéressant, mais nous avons beaucoup de _________ (irdeovs).
The final extension task is to:
Écrivez 7 questions difficiles sur les textes!
There is also a 4 slide PowerPoint with the answers.
I use this differentiated worksheet to revise and build upon key school vocabulary. It features a 16 minute extract from the gorgeous French film Être et avoir, which we watch with subtitles.
Être et avoir.
1.04.30 – 1.07.24 : Ami/ amie : Chapitre 12.
The first section tells students to:
Cochez les choses que vous voyez :
Le coucher du soleil l’aube une vache un cheval un fleuve
un champs un livre un tableau un élève une règle
une trousse un professeur/ un instituteur une photocopieuse
un stylo un crayon un cahier une chaise une poubelle
une gomme un taille-crayon
There are 5 Extra questions for stronger students such as:
1. Comment dit-on « un volet » en anglais ?
2. Comment dit-on « grince » en anglais ?
4. Marie et Jojo font…
a. du café b. de l’équitation c. des photocopies
The next extract: 1.07.24 – 1.16 minutes has 16 Vrai ou faux ? questions such as:
1. Ils apprennent comment dire « friend. »
2. Jojo dit « maman et son ami Jojo. »
3. Létitia fait une erreur.
4. Johann parle de son ami.
5. La photocopieuse est en panne.
6. Le collège est plus grand que l’école primaire.
There are 7 Extra questions for stronger students such as :
1. Quel animal est sur le sweat de Laetitia ?
2. Comment s’appelle le collège ?
3. Ils parlent de deux types de vaches. Lesquels ?
4. Comment dit-on « Year 7 » en français ?
The answers are on the first 2 sheets. The student question sheet is the third sheet.
Metacognition/ Learning To Learn PowerPoint Description
I led a School Improvement Group looking at Metacognition, or put more simply Learning To learn. I was concerned that my language classes were not developing efficient and effective ways to memorise new vocabulary and grammatical structures. As a consequence I created this PowerPoint presentation, which I have used with all my classes from years 7- 13 (UK)/ grades 6 to 12. I find it particularly powerful to show before assessments and show it regularly throughout the academic year!
It starts with the powerful statement: Intelligence is not fixed or unchanging. We can build intelligence. I then ask the students to discuss how they learn vocabulary and grammatical structures.
Then there are some examples of mnemonics in Lingala, Chinese and French, followed by a French grammar analogy. Finally there are 2 slides of ideas for the students to try (which you may wish to print out) such as:
Practice testing * You MUST DO THIS! Test and be tested by a friend/family member/ yourself.
Write a challenging quiz e.g Millionaire, zondle, Kahoot, Tiny Taps…
Teach someone or something (teddy bear will do!). We remember 90% of what we teach others.
You may wish to print out some slides for display or perhaps share ideas with parents.
Enjoy!
Expressions:
Je porte…un tee-shirt un sweat un polo
Je vais porter…un pull une chemise un blouson/ une veste
J’ai porté…un pantalon un jean un short
Il faut porter…une jupe une robe une cravate
Je voudrais porter…des chaussettes des baskets des chaussures
J’adore porter…des sandales des bottes une casquette
The first slides have the phrase and a picture for the first 9 items of clothing. Use this to elicit the pronunciation, the English and to drill.
The next section of slides have multiple choice questions. Then there is a "qu'est-ce que c'est?" slide.
The next slides present the remaining vocabulary followed by a Beat The Teacher game slide: 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!
Finally there are "what's missing?" slides.
Slide 20 can be used to re-elicit all the clothing items.
Battleships Expressions:
Je porte
J’adore porter
J’aime porter
Je n’aime pas porter
Je déteste porter
un jean bleu.
un pantalon noir.
une jupe verte.
un pull rouge.
une robe bleue.
des chaussettes jaunes.
Battleships Game
Instructions
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:
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!
This lesson teaches students about the French Revolution and how a Fête Nationale/ Bastille Day/ Le 14 juillet is celebrated. It uses colourful slides, images and animations, 3 YouTube links, matching cards and karaoke! A fun end of term lesson!
Slide 2 states the objective: To learn facts and vocabulary related to La Révolution Française and La Fête Nationale!
All: Will learn 7 new facts and French words.
Most: Will learn 9 .
Some: Will learn 10+ .
Slide 3 presents the following vocabulary:
Le clergé
La noblesse
Le Tiers-État
Le roi
La reine
La Bastille (une prison)
La guillotine
Le Tricolore
It is differentiated: All: Match the French and the picture (there are some English words to help!).
Most: Perfect Pronunciation Challenge!
Some: Share what you know about La Révolution Française.
Slides 4 – 11 show each word with images and animations so you can drill the new vocabulary.
Slide 12 has all the pictures for each new word.
Then there is graded questioning:
Slides 13 – 20 show an image and provide 2 possible answers.
Slides 21- 30 are “What’s missing?” slides.
Slide 30 is to be used in conjunction with the French worksheet and the YouTube video (in English) The French Revolution In a Nutshell (2 mins 50 secs) which is a cartoon-style clear and concise summary – really fun!
Then the students watch the video:
All: Complete Exercise A.
Most: AND Exercise B.
Some: AND note down any additional facts and French vocabulary.
* The answers are on the first 2 pages of the PDF.
Extract examples of questions:
A. Cochez les choses que vous voyez:
le Tricolore un canon le monde Le clergé la noblesse le Tiers-État
B. Choisissez la bonne réponse:
1. Avant la Révolution il y avait trois rangs :
A. La reine, le roi et le Tiers-État.
B. Le clergé, la noblesse et le Tiers-État.
C. Le roi, le clergé et la noblesse.
Slide 32 states: Pour fêter La Fête Nationale il y a des défilés militaires. Le défilé le plus célèbre a lieu sur l’Avenue des Champs-Élysées.
Le soir il y a des feux d’artifice, des concerts et des bals.
And there is a link to an English language commentary of Bastille Day celebrations on YouTube (1 min 34 secs).
Slide 33 explains the Marseillaise and sets out the task (using English and French matching cards):
Slide 34 has the Marseillaise in English and French.
Slide 35 is a Marseillaise Karaoke slide and links to YouTube.
Finally Slide 36 provides time for reflection.
I hope you enjoy these resources!
Day of the Dead!
Día de los Muertos Activities.
These activities should take a whole lesson and could be extended into homework. Students will learn cultural facts and vocabulary such as:
un cementerio
une tumba
una ofrenda
unos cempasúchiles
unos juguetes
unos angelitos
el pan de muerto
unas calaveras
una catrina
Start by showing the PowerPoint: I have written in English, adding in the Spanish vocabulary and have tried to keep words to a minimum. I have aimed to include vibrant and interesting images and animations to fire the students’ imaginations! This should take about 10 minutes.
Then either show the YouTube link to the gorgeous 3 minute animation of La Día de los Muertos or give the students the worksheet to complete as they watch. You may wish to play the animation twice.
Finally use the last sheet to help the students respond creatively to what they have learnt by creating a Spanish acrostic, a calligramme or a poem. These will make beautiful displays!
As there are many cognates and this is aimed at slightly older students I have included a range of tenses.
Expressions taught:
Je voudrais voir un dessin animé.
Je ne regarde jamais les jeux.
Mon frère préfère les émissions sportives.
Quand j’avais onze ans j’aimais les émissions pour la jeunesse.
La météo ne m’intéresse pas.
Les informations sont ennuyeuses.
Hier soir j’ai vu un documentaire.
Avant de faire mes devoirs j’ai vu un film.
Je vais regarder un feuilleton.
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. it is differentiated as follows:
All: Pick out and translate the TV programmes. Then translate the full sentences.
Most: Identify the tenses. Perfect Pronunciation Challenge!
Some: QFQs! (QFQ = Quick Fire Questions - the students quiz each other on the new phrases).
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 is a "Qu’est-ce que c’est?" slide. This final slide has pictures of all the phrases. This can also 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!
Worksheet Expressions:
1. Bonjour
2. Salut
3. Au revoir
4. Ça va?
5. Ça va très bien, merci
6. Ça va bien, merci
7. Ça va
8. Comme ci comme ça
9. Bof
10. Ça ne va pas
11. Et toi?
12. Tu t'appelles comment?
13. Je m'appelle…
This worksheet has 3 sections, the first is a word match for English and French greetings.
The next section is a complete the sentence challenge where certain letters have been removed. Make this more difficult by telling the students to cover up the French words listed above.
The next (extra) section involves unjumbling a group of words to find the correct greetings. Again, make this more difficult by telling the students to cover up the French words listed above.
Then there is an extension task to create their own comic strip.
Battleships Expressions:
Bonjour! Ça va?
Salut! Ça va?
Bonsoir. Ça va?
Je m’appelle ***. Ça va?
Ça va très bien, merci.
Ça va bien, merci.
Ça va.
Comme ci comme ça.
Bof.
Ça ne va pas/ ça va mal.
Battleships Game
Instructions
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.
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.
During the game I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes.
Enjoy!
Song: 1 slide PowerPoint:
Salut!
Salut ! salut!
Salut ! Comment vas-tu ?
Ça va bien ;
donc, à demain.
Salut ! Salut !
(tune = Hi-Ho: Snow White and the Seven Dwarfs).
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.
This worksheet is accompanied by a PowerPoint so students can speedily mark their work!
All: The first sections asks students to write in the English for the following colours:
Jaune
Bleu/ bleue
Blanc/ Blanche
Gris/ Grise
Marron/ brun/ brune
Noir/ noire
Rouge
Vert/ verte
Orange
Violet/ violette
Rose
They then complete the little colour-by-numbers activity.
The students answer the following questions in their own words:
Colours are adjectives (describing words).
Why there are sometimes 2 ways to say a colour e.g. noir, noire?
________________________________________________________________
Why is there sometimes only 1 way e.g. rouge?
________________________________________________________________
Which colours are irregular and do not follow either pattern?
________________________________________________________________
Most: There is a divide the words activity – drawing lines between the individual colours.
Rougevertjaunebleuroseorangenoirblancbrunmarronviolet
Then there are 4 unjumbling questions e.g.
1. terv = _________ 2. lebu = _________
Then there are 4 colour combining questions e.g.
1. rouge + blanc = _________ 2. bleu + jaune = __________
Some: Combines colours and classroom objects with a gap-fill of 8 questions e.g.
Une trousse bl_________
Un crayon ro_________
U___ li_______ bl_________
U____ cahier ma_________
I use this PowerPoint to introduce the Subjunctive:
It starts with 3 slides of examples where I elicit the English.
Then it explains that:
The subjunctive is not a tense, but an alternative form of the verb which has to be used in certain circumstances.
The next slide states:
Grammar books usually refer to it as the subjunctive mood as it often conveys a particular mood e.g. sadness, joy, anger, doubt, uncertainty.
The following slide elicits the formation for regular verbs and the final slide introduces the je form of key irregular verbs. The students must match up the infinitive and the je form.
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!
This Who Wants To Be a Millionaire PowerPoint revises the Present, Perfect, Future and Conditional tenses. It can be used at the beginning of the year and throughout the year for revision.
I give the students a mini whiteboard. The task is differentiated as follows:
Tout le monde: Choisissez la bonne lettre.
La majorité: Traduisez une autre phrase et identifiez le temps.
Quelques personnes: Traduisez toutes les autres phrases et identifiez tous les temps.
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!
Expressions taught:
Tu veux aller au café?
Tu veux aller à la patinoire?
Tu veux aller à la piscine?
Tu veux aller au cinéma?
Tu veux faire du vélo?
Tu veux aller à la plage?
Tu veux danser?
Tu veux faire de la voile?
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. 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!
Expressions:
Le football.
Le tennis.
Le rugby.
Le ping-pong.
Le surf.
La voile.
La natation.
Le vélo.
Le skate.
Le patinage.
L’équitation.
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. 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!
Expressions:
Je regarde la télé. (regarder)
Je danse. (danser)
Je joue sur une console. (jouer)
Je surfe sur Internet. (surfer)
J’écoute de la musique. (écouter)
Je retrouve des amis. (retrouver)
Je vais au cinéma. (aller)
Je vais à la pêche. (aller)
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 (QFQs = Quick Fire Questions) before the teacher checks with the whole class.
The next slides have each 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!
Expressions:
Le mercredi, à dix heures
Le lundi à onze heures
Le mardi à huit heures moins le quart
Le jeudi à une heure moins vingt
Le dimanche à deux heures moins vingt-cinq
on a musique.
on a dessin, c’est génial !
nous avons allemand, c’est intéressant.
j’ai histoire, c’est nul.
il a EPS, c’est très fatigant.
elle a l’art dramatique, ce n’est pas marrant.
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!