A few things which worked particularly well...
(CM1 and CM2)
I was surprised but this was really successful! So, over several lessons, we learnt prepositions (on, in, under...you could add others), and objects (table, fridge, chair, basket...). Then one lesson I came in and just started the lesson off really animatedly as a TV presenter (all in English) "Hello and welcome to the TV game". On the board I put up an image of a kitchen with patafixed (bluetacked) animals in it. I then invited two "contestants" from the class (a boy and a girl) up and did a quick "H! What's your name? Where are you from?" etc. They had 30 seconds to look at the picture and then had to turn and face the audience. I would ask "Where is the black cat?" "Where is the white rabbit?", they would respond and the "audience" would say "right" or "wrong". They had 3 questions like that then we did "well, ______ is the winner! Well done! Thank you and goodbye". And restart with the next two contestants (after asking a child to move the animals around). After a few gos I let a child be the presenter and I was one of the contestants and didn't understand ANY French at all! Was really fun and they got into it/picked up what was going on with me only talking English really quickly.
Similiar idea as above. Didn't give them any warning of what we were going to do, just stuck a map of the world up on the board and launched into a weather forecast. Afterwards I would use my "microphone" to quiz the children about what I had said and invite the next "forecaster" to the board.
(CE2 and CM1)
Over several lessons built up words to describe hair and eyes (could add lots more to this); I stuck to colours and long, short, curly, straight and wavy. I drew 9 silly-looking and brightly coloured monsters which went on the board. One at a time the children had to come up and described a monster and the children had to guess which one. Was careful to make sure that some of the monsters could be differentiated by one detail only (i.e. long v. short hair) and of course they all had English names!
I took in 3 shopping lists, little pictures of the fruits which were on the lists (and which we'd already learnt) and some 5, 10 and 20 pence pieces. The first time I distributed fruits to them and said "I'm going SHOPPING" (with big gestures to myself, emphasis on SHOPPING which they understand and jangling my money. Then I said "Can I have ....an apple?". The child with an apple holds up their hand and I set up a little dialogue with them (all in English), hello, how much?, thank you etc, and give them the money. Repeated this several times so they all got the idea. Then split them into 3 teams (still all in English...), gave each team their shopping list of 4 fruits and some money and went through them with them having to do their shopping with me. Then a big "Oh you have 4 fruits! Well done!" to the team who did all their shopping first.
I was kinda nervous about doing this (these kids are very excitable and have only been doing English since end of Nov), but actually the amount of English I said and they fact they could add in little things like "Hello!" and "Thank you" which we haven't exactly learnt but which they know, really kept their attention and yeah it went really well.
Shopping/My Town lesson
Give half of the children in the class a piece of a piece of paper which gives them a clue as to what shop/place in town they have to go to, i.e. a piece of bread = bakers, an ill child = hospital. Put the pictures of these places around the room. The children with cards have to stand up and go and find a child without a card and do a little role-play, "excuse-me, I'm lost! Where is _____?" etc. They must then go and stand by correct picture on the walls. Swap roles.
Restaurant menu reading evaluation
Comprehension questions to check understanding. Then get them to write their own.
Comparing traditions in England and France
“Father Christmas/A snowman has got/is wearing…” (CM1-CM2)
Children work in pairs. Each pair has two pieces of paper; on one of them they draw a girl/boy/character in coloured/patterned clothes. On the other they write phrases to describe this character, for example "The girl is wearing blue, spotted trousers, black shoes and a pink, flowery t-shirt". I collect in the sheets and distribute the descriptions only to different "teams" who then work on using these to draw their own version of the character. As a class, compare all the pictures and discuss the differences.
Teach words of places in town, e.g. post office, school etc. Draw a big map with pictures of these places on the wall. Teach up, down, left, right, continue, stop. Get one child to come up to board with a piece of chalk and close eyes, the others must direct him from one place to another using these directions.
Make an English dictionary
At the end of my year with my CE1s I made a Class Dictionary. It was a good way to review all the words they had learnt, and I set it up at the beginning and something they would be able to take with them into next year. I split them into groups of 3 or 4 and each group got given a theme from this year (e.g. animals) and had to work on that, making a page for each word with a big picture for it.
My favourite things
Culture box exchange
"My school" project
Otherwise most of my ideas come from the internet! Particularly the inspection academique 24 website, the CIEP website, British Council and Primalangues.