bismarck: I'm glad you got my email.
Firstly, those French constructions that you don't understand are just their way of doing the same thing we do in English (yes/no questions), just in a more wordy fashion. In French, they don't say, "Is the dog black?" They say, "Is it that the dog is black?" (Est-ce que le chien est noir?)
In terms of the Chinese sentence patterns, as you know, from the email, I'm in the process of revising what I do entirely. The question words I have on my wall are: who, what, which, when, where, why, how. I will expand that list to add some more.
I don't have lists of every verb tense or more complex sentence patterns. I could see the advantage of having them, but I usually seem to be able to get through my classes without them (the sentence patterns I am using for the lesson get translated before class and then written on the board anyway). It seems like if you wanted to put everything (and more!) that you've listed here on your wall, you'd need a huge wall! I think what I do have on my wall is in something like a 36 or 48 point font (12 words per A4 page, with one word and its Chinese translation per line) so everyone can see it, so it takes up a lot of space. Also, if you have too much information on your wall, it might be hard for you to find what you need quickly!
Now that I think about it, you could probably put all of your standard sentence patterns on the wall and fit them in. You wouldn't need every single permutation of them because the students should eventually know how to do that, or at least recognise them. They should know how a statement gets turned into a yes/no question, an either/or question and the various WH___ questions. They should also know how such a statement (or question) gets changed into a different verb tense. I think the thing should be that after they have received enough input, they should be able to work out those rules at an unconscious level and just apply them to novel situations.
On my wall I have:
Pronouns (as both subject and object, as well as possessive) -- I haven't used this as I know them.
Prepositions (only ten) -- I haven't used this because I can usually communicate these with an action, even if I don't know them.
Colours (the basic eleven, plus some others) -- I've used this occasionally, but I know the basic colours anyway.
Other adjectives (a couple of dozen such as big, small, dirty, clean) -- I've used this a fair bit, but have learnt many of them anyway.
Modes of transport -- I have used this, but it takes up a lot of space and I think there are just too many obscure words on it.
A poster with hand-drawn pictures of ten places in our town -- I will probably ditch this as it's huge. I could include more places in a smaller space.
The verbs to be, to have and to do with tables based upon pronouns and the simple present, the past tense and the past participle. -- I haven't used the tables for the three really common verbs. We seem to get by fine without them.
About another fifty other random verbs (whatever I could think of) -- I have used this list a little.
Probably what I am going to do is make a list of the most frequently occurring 100 words in the English language such as these:
http://en.wiktionary.org/wiki/Wiktionary:Frequency_lists#Englishhttp://www.janbrett.com/games/high_frequency_word_list_main.htmSome of the little words on that list are the ones we have to look up regularly, though I have actually learnt some of them now. At this stage in the year, I have actually learnt a fair number of the words on my other lists, and many don't come up that frequently anyway.
The thing I find in my junior high school classes is that in all but one class, there is always at least one kid who has spent a fair bit of time at buxiban or has decent English. So, I can rely on that kid to help me. Even in the one very low level class I have, there are a couple of kids who are okay and we manage to muddle through okay (we use an online translator when necessary). At the elementary school, I have a co-teacher if I need to get help. We're doing really simple stuff though, so I know it.
Incidentally, one thing I meant to originally add to all of my lists, but never got around to, was pinyin so I could check if the students and I were using the same word. I think it would be beneficial to have English, Chinese and pinyin (or zhuyin fuhao, but I'm not very good with that) on all wall posters.
) "subtitling" of any words I believe the student might not comprehend, using the chat function on Skype.
) and English. I've taught classes where I posted the Chinese in characters, not Pinyin, but I have found that if you're reaching acceptable levels of repetitions, you won't have the dreaded "Pinyin accent" phenomenon, and characters are incredibly intimidating. I wouldn't mind posting both, but usually I don't have that much time or brainpower available when I'm teaching. 
