I made these presentations a couple of years ago for a AS group after they had taken their exams in preparation for A2. Hence, some of the questions, especially with the pictures, feel very AS-like. Good for transition from AS to A2 possibly?
Video to introduce crime rates in France.
I typed up the script (excuse any typo - it's late) and added some comprehension questions.
I intend not to show the video at first, just the audio without script.
Then we&'ll look at the vocab as some expressions are particularly good.
Series of 3 lessons to revise adjectives of personality, comparatives and superlatives when discussing judges.
Some parts taken from Studio 2 Vert workbook and or textbook as well as other presentations found on TES.
Format is Notebook file for SmartBoard. Updated! I've exported Notebook files into PPT but you might need to make font bigger. Triggers should work!
Idea adapted from MFL Sunderland.
1st activity, vocab practice (guess meaning or use dictionary) + pronunciation
2nd activity, guess the correct sentence (a bit like trapdoors/clouds/telepathy)
3rd activity, create a mini-book with own story. (I'm not a good drawer so didn&'t attempt to draw anything!)
N.B: Both files are identical.
Something for the first lesson back looking at New Year and resolutions.
I will mainly use it as a speaking/listening activity.
Update 03/01/13: the video link was no longer working but I have found the video on Dailymotion and now added to the presentation.
Our French assistant is bringing some galettes des rois back from France and we will have a lesson with 6th formers to look at the origins of it whilst eating.
I found a video on Youtube of a 'micro-trottoir' - I have done the script for it. Not all bits are interesting but I think 6th formers do deserve a bit of fun sometimes!
2 videos with comprehension questions and script about carbon footprint (1st video is an definition + 2nd video is example with strawberries). I've used it in the context of Environnement - protéger la planète (AQA A2 French syllabus)
Re: comment about subjunctive not needed after 'pensez-vous que', actually it is as it is an hypothetis (your answer might be yes or no).
Inspired by @morganmfl and @KKNTeachLearn on Twitter, I created these thinking quilts for vocabulary practice on all 3 themes of New AQA Spanish GCSE spec.
Can be used as a starter or a plenary, for intervention etc.
Students group vocab by sub-topic and then translate them into English.
Extension challenge : to create as many sentences as possible using as many words as possible.
Retrieval practice:
Can be used as a starter / a short revision activity / a plenary
The idea is to give students 3 envelopes at the start of the course (or at any point you see relevant to complete revision!), one for each theme from the spec. Students to label envelopes and glue at the back of their exercise books / folders.
When you decide to do the flashback task, you give them a piece of blank paper. They write the bullet point from the board (as displayed on the slide) in the middle of the paper and then they complete each task around the bullet point. They may use different colours to show the work for the different boxes. Once completed, the paper goes in the relevant envelope and students can re-use for revision at any point.
Easily differentiated: the 2 last boxes may be omitted by weaker students or you can group students to complete the work together if they are struggling
After reasearching 'l'empreinte écologique', I found mentions of 'affichage environnemental' and trials which took place in the last 2 years in France. Reports to the Assemblée Nationale and Sénat are currently taking place. I thought it would be a good idea to discuss this with Year 13. Resources including images of labels + 2 articles from 20min.fr
Planning to use resources as help for speaking so no comprehension questions provided.
The website is particularly good to provide examples in daily life.
Retrieval practice:
Can be used as a starter / a short revision activity / a plenary
The idea is to give students 3 envelopes at the start of the course (or at any point you see relevant to complete revision!), one for each theme from the spec. Students to label envelopes and glue at the back of their exercise books / folders.
When you decide to do the flashback task, you give them a piece of blank paper. They write the bullet point from the board (as displayed on the slide) in the middle of the paper and then they complete each task around the bullet point. They may use different colours to show the work for the different boxes. Once completed, the paper goes in the relevant envelope and students can re-use for revision at any point.
Easily differentiated: the 2 last boxes may be omitted by weaker students or you can group students to complete the work together if they are struggling
