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 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.

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: Vous avez… une chambre pour une personne une chambre double/ avec un grand lit une chambre avec lits jumeaux de libre, s’il vous plaît? Pour… une nuit. deux nuits. une semaine. une quinzaine de jours. Pour… une personne. deux personnes. deux adultes et deux enfants. Il y a…. WC une douche une salle de bains une télévision ...dans la chambre? Je voudrais aussi une chambre accessible aux handicapés. Je suis en fauteuil roulant. Il y a… un restaurant un ascenseur un parking une piscine ....à l’hôtel? The slides have the phrase and a picture. Use this to elicit the pronunciation, the English and to drill.

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!

Presentation: As the musical instruments are very straight forward and include many cognates, I have built in a range of tenses too. Expressions: Je joue de la guitarre. Je vais jouer de la flûte. J’ai joué de la batterie. Il joue du piano. Je voudrais jouer du clavier. Nous jouons du violon. Je ne joue pas d’instrument. 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 the phrase and a picture. Use this to elicit the pronunciation, the English and to drill. The next slide 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! Finally there is a Qu’est-ce que c’est? slide. Battleships. Expressions: Je joue de la guitare Il joue de la flûte Je vais jouer de la batterie J’ai joué du piano Nous avons joué du clavier de temps en temps. souvent. tous les jours. une fois par semaine. deux fois par jour. trois fois par mois. Battleships Game Instructions Firstly I ask the students to work independently in pairs to translate the expressions and discuss pronunciation. 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 37 slide French Christmas Quiz PowerPoint is fun and informative! I have used lots of colourful animations to really bring the quiz to life. The second slide presents the differentiated objectives: Objectif: To complete a Christmas Quiz and learn about how Christmas is celebrated in France. ALL will learn 5 words and facts. MOST will learn 6 words and facts. SOME will learn 7+ words and facts. Put the students into teams and tell them to choose their team name! There are 12 multiple choice quiz questions each on a separate slide e.g. 1. Comment dit-on «Merry Christmas» en français? A. Bon anniversaire! B. Joyeux Noël! C. Joyeuses Pâques! 2. Le Père Noël arrive le…. A. 6 décembre. B. 12 décembre. C. 24 décembre. 5. Comment dit-on «nativity scene» en français? A. Un sapin de Noël. B. Une crèche. C. Un cadeau. 9. In Provence how many desserts are traditionally served at Le Réveillon? A. quatre. B. neuf. C. treize. The following slides reveal the answers and include slides to further explain some of the answers. E.g. following a question about Une bûche de Noël a slides explains: Une bûche de Noël is a Yule Log. It is a sponge cake which is rolled and shaped like a log. Inside there is a cream filling and the cake is covered in chocolate or chocolate flavoured butter cream – miam miam! Slide 36 provides an opportunity for reflection and asks How many facts and French words can you remember? Joyeux Noël! Enjoy! Rachel

Expressions: Je fais les courses. Je lave des voitures. Je promène des chiens. Je fais du baby-sitting. J’aide à la maison. J’aide à la maison. The first 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! You may wish to reinforce/ revise these expressions using my matching cards: Expressions: Tu as un petit boulot/ un job? Je fais les courses. Je lave des voitures. Je promène des chiens. Je fais du baby-sitting. J’aide à la maison. Je travaille dans un magasin. C’est sympa/intéressant ! It’s nice/interesting! C’est bien-payé. C’est mal-payé. C’est dur. It’s tough/difficult/hard. C’est fatigant. You may choose to have different levels of challenge. For example, Level 1 = match the cards and discuss the pronunciation. Level 2 = match the cards , discuss the pronunciation 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 French. Following checking there are 2 fun games to play, either pelmenism or a game I learnt in Japan called Karuta. In Karuta the students put the English language cards to one side and spread out the French cards in front of them. I then say the English and the students compete to touch the correct French card first. Whoever touches it first wins the card. The student with the most cards at the end of the game wins. The students love this game!

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!

The presentation starts by revising what the infinitive is and what conjugation is. Slide 4 can be used to elicit the conjugation of aimer, which you can then drill. Use slide 5 to come up with the rules. Slide 6 can be printed off and used to set the students a writing task. French Battleships/ Lotto Grid: Present Tense of -er verbs (jouer) + hobbies. Expressions: Je joue Tu joues Il joue Elle joue On joue Nous jouons Vous jouez Ils jouent Elles jouent au tennis. au ping-pong. aux cartes. de la guitare. au baby-foot. de la batterie. 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 is a short 5 slide PowerPoint to teach students that nationalities can be masculine or feminine. Battleships Expressions: Soy argentino/ argentina y Eres australiano/ australiana y Es chileno/ chilena y Soy cubano/ cubana y Eres escocés/ escocesa y Es español/ española y soy estadounidense. eres galés/ galesa. es inglés/ inglesa. soy irlandés/ irlandesa. eres mexicano/ mexicana. es paquistaní. 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 Spanish version and then try to play the game saying the Spanish phrases as far as possible from memory. I allow the really weak students to have the Spanish version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the Spanish version and the really strong students aim to refer back to the Spanish 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 sheet has a range of expression to support students creating a French Wanted Poster either in class or as homework to practise adjectives for physical description. Phrases given include: Recherché = wanted Récompense = reward Mort ou vif = Dead or alive Euros = euros Il/Elle s’appelle… = He/ She is called Il/ Elle a *** ans = He/ She is *** years old. Son anniversaire est le…. = His/ her birthday is on the… There are 3 levels of challenge to extend the more able students whilst supporting those who are weaker.

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!

There are 3 resources: 1. A "discussion mat" of general phrases for lively debate including: Tu es d’accord? = Do you agree? Je suis d’accord = I agree Je ne suis pas d’accord = I disagree Attend! = Wait! C’est ridicule! = That’s ridiculous! Tu es fou/folle?! = Are you crazy?! Ce n’est pas juste = It’s not fair! Tu plaisantes? = You must be joking/ are you joking? Check the pronunciation of these expression first. 2. A template to give opinions of clothes (colours included). Opinions: moche(s) démodé(e)(s) cool joli(e)(s) chic sophistiqué(e)(s) décontracté(e)(s) habillé(e)(s) pratique(s) sportif/ive(s) I ask the students to discuss the translation and pronunciation of these expressions. Extension: discuss and/or look up additional opinions. 3. A PowerPoint of various outfits. Simply pair up/ group the students (I find similar abilities work best together for this activity) and give them 1 minute to debate the outfits. Encourage the stronger students to come up with spontaneous phrases and to ask you for additional vocabulary/ phrases as necessary. It takes a little while to set this up thoroughly, but I loved watching the students expressing a range of opinions and really engaging with the material!

Expressions: Descanso. Me baño en el mar. Tomo el sol. Voy de paseo. Voy a discotecas. Monto en bicicleta. Saco fotos. Hago surfing. Hay mucho para los jóvenes. Hay pistas de tenis. Hay un campo de fútbol. This presentation presents what people do on holiday in Spanish using the present tense. The first slides have different activities in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. There is then a "beat the teacher" game to revise the learning at the end or during the following lesson. Beat the teacher is played like this: 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 use the last slide to pounce on students asking ¿Qué es?

This presentation presents where you live, what kind of home in Spanish. Expressions: Vivo en una casa. Vivo en un piso. Vivo en un piso en un bloque moderno. Vivo en un piso en un bloque antiguo. Vivo en un chalet. Vivo en una granja. The first slides have each type of home in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. Then there is graded questioning. Firstly there are multiple choice slides followed by whats missing memory game slides. You can also use the final slide to play a game of "beat the teacher" to revise the learning at the end or during the following lesson. Beat the teacher is played like this: 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!

French PowerPoint Presentation: Introducing the Perfect Tense for regular -er verbs. This presentation also exposes students to Je suis allé(e). The first slide (details below) encourages the students to actively engage with the new vocabulary and grammar: working in teams, using their prior knowledge, knowledge of other languages and using a process of elimination to figure out the meanings and grammatical rules. They then discuss the pronunciation (PPC = Perfect Pronunciation Challenge) and question each other (QFQ = Quick Fire Questions) before the teacher checks with the whole class: All: Look at the perfect (past) tense phrases below. Translate them. Most: What verb is in green? The word in red is called the past participle, what do you take away from and then add to the infinitive (in blue) to make the past participle? Some: What differences can you think of between the present and perfect tenses? PPC & QFQs! J’ai regardé la télé. (regarder) J’ai dansé. (danser) J’ai joué sur une console. (jouer) J’ai surfé sur Internet. (surfer) J’ai écouté de la musique. (écouter) J’ai retrouvé des amis. (retrouver) * Je suis allé(e) au cinéma. (aller) * Je suis allé(e) à la pêche. (aller) Then there are individual slides with pictures for each phrase which the teacher can use to check the students translation, pronunciation and rules. Then there are multiple choice slides followed by Qu’est-ce que c’est? slides. Slide 32 revises the structure: form of avoir + past participle. Slide 33 elicits the full conjugation of avoir. Slide 34 should be used to elicit how to change the infinitive into the past participle (regular -er verbs). If you wish to mention irregular past participle use slide 35 to do so. Slide 36 briefly introduces the idea of verbs that take être. French Battleships Game/ Lotto Grid: Perfect tense intro regular -er verbs & je suis allé(e). Expressions: J’ai Tu as Il a Elle a Nous avons Vous avez Ils ont Elles ont regardé la télé. joué au tennis. retrouvé des amis. dansé et je suis allé(e) au cinéma. surfé et je suis allé(e) à la pêche. fait du sport. Battleships Game Please see instructions in one of my other battleships product descriptions - I can't fit them into the word count here! Enjoy!

Spanish PowerPoint introducing pets / animals vocabulary: Tengo un perro. Tengo un gato. Tengo un conejo. Tengo un caballo. Tengo un hámster. Tengo un pájaro. Tengo un ratón. Tengo una serpiente. Tengo una tortuga. Tengo un cobayo. Tengo un pez. The first 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 second to last 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! The last slide has a model question and answer which I use to question individual students. You may wish to use my pets survey task at this point. ¿Tienes animales en casa? Sí, tengo un gato y dos perros.No, no tengo un animal. Battleships. Vocabulary: Tengo un caballo Tengo un conejo Tengo una tortuga Tengo un pájaro Tengo un pez Tengo un cobayo amarillo/a y rojo/a. atigrado/a. azul y verde. blanco/a y negro/a. dorado/a. gris. marrón. Instructions Firstly the students 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. 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 Spanish version and then try to play the game saying the Spanish phrases as far as possible from memory. I allow the really weak students to have the Spanish version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the Spanish version and the really strong students aim to refer back to the Spanish version as little as possible. This really helps the students to memorise the vocabulary! During the game I circulate the classroom checking pronunciation followed by whole class drilling of pronunciation mistakes.

This colourful and fun PowerPoint presentation presents various daily routine activities including many reflexive verbs. You may wish to show my reflexives PowerPoint having presented this and then play my reflexives battleships game! Vocabulary: Me despierto Me levanto Me ducho Me visto Desayuno. Me lavo los dientes. Me peino. Me acuesto. The first 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 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! Battleships Instructions Phrases: Me despierto Me levanto Me ducho Me visto Me lavo los dientes Me acuesto a las seis y cuarto. a las cuatro y cuarto. a las siete y media. a las ocho menos cuarto. a las nueve menos diez. a las siete y veinte. 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 Spanish version and then try to play the game saying the Spanish phrases as far as possible from memory. I allow the really weak students to have the Spanish version next to the English version so they have lots of support, stronger students are allowed a few “sneaky peaks” at the Spanish version and the really strong students aim to refer back to the Spanish version as little as possible. I circulate the classroom checking pronunciation. This is followed by whole class drilling of pronunciation mistakes. Enjoy!

This presentation presents household chores in the present tense in Spanish. Phrases: Hago la cama. Barro el patio. Cocino/ preparo la cena. Hago la compra. Friego los platos. Arreglo mi dormitorio. Pongo/ quito la mesa. Lavo el coche. Saco la basura. Paso la aspiradora. Plancho. The first slides have each chore in Spanish with a picture. The teacher should use this to elicit the meaning in English and drill the pronunciation. Then there is graded questioning. Firstly there are multiple choice slides followed by whats missing memory game slides. You can also use the final slide to play a game of "beat the teacher" to revise the learning at the end or during the following lesson. Beat the teacher is played like this: 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!