Set of cards that can be used in a multitude of different ways. Template is set up to link to perfect tense, but can easily be adapted for other tenses or different grammatical points if required.
Slides are designed to be printed and each card cut out. There are eight cards on each slide (four slides in total - 32 cards to play with). Each card has an English phrase and a French phrase underneath. The cards can either be used as dominoes (students will require a full set per group), or as a speaking game, timed in class.
To play as a speaking game, each student is handed a card (or more than one card if less than 32 students in group). Cards can be assigned randomly, or teacher can differentiate by giving LA less challenging translations and HA more difficult sentences or more than one card. Students are given 30 seconds to work out the French translation of the English section of their card (this is what will signal that it is their turn to read theirs out), and to familiarise themselves with the pronunciation of the French sentence on the bottom of their card.
To play:
1. Teacher starts the clock.
2. The student with the 'Début' card says their English sentence and reads out the French underneath.
3. The student with the English translation that links to the French sentence that has just been said reads their card out loud, and the game continues.
4. The game ends when the student who has the last card says their English and French out loud. The French will link to the English on the first card read aloud.
5. Teacher stops the clock.
6. Round two - can the students beat their original time?
7. Pick up on grammatical points as a class / any errors that were made. Why did these happen (pronunciation, recognition of pronouns etc.)?
Differentiation suggestions:
* Teacher can mix up the cards in between rounds and play several times.
* Teacher can show PowerPoint as students are saying cards aloud, to support with colour recognition of the cards they are holding (if game is printed in colour) and with visual recognition of speech. Inversely, to increase challenge, teacher does not show PowerPoint.
* Teacher can limit time students have to familiarise themselves with their card(s) after they are handed out.
Always a huge hit! Can be played at beginning or end of lesson. Useful from HA KS2 - KS4 to revise perfect tense. Sentences use vocabulary linked to activities such as going to the cinema or bowling.
Slides are designed to be printed and each card cut out. There are eight cards on each slide (four slides in total - 32 cards to play with). Each card has an English phrase and a French phrase underneath. The cards can either be used as dominoes (students will require a full set per group), or as a speaking game, timed in class.
To play as a speaking game, each student is handed a card (or more than one card if less than 32 students in group). Cards can be assigned randomly, or teacher can differentiate by giving LA less challenging translations and HA more difficult sentences or more than one card. Students are given 30 seconds to work out the French translation of the English section of their card (this is what will signal that it is their turn to read theirs out), and to familiarise themselves with the pronunciation of the French sentence on the bottom of their card.
To play:
1. Teacher starts the clock.
2. The student with the 'Début' card says their English sentence and reads out the French underneath.
3. The student with the English translation that links to the French sentence that has just been said reads their card out loud, and the game continues.
4. The game ends when the student who has the last card says their English and French out loud. The French will link to the English on the first card read aloud.
5. Teacher stops the clock.
6. Round two - can the students beat their original time?
7. Pick up on grammatical points as a class / any errors that were made. Why did these happen (pronunciation, recognition of pronouns etc.)?
Differentiation suggestions:
* Teacher can mix up the cards in between rounds and play several times.
* Teacher can show PowerPoint as students are saying cards aloud, to support with colour recognition of the cards they are holding (if game is printed in colour) and with visual recognition of speech. Inversely, to increase challenge, teacher does not show PowerPoint.
* Teacher can limit time students have to familiarise themselves with their card(s) after they are handed out.
Always a huge hit! Can be played at beginning or end of lesson. Useful from HA KS2 - KS4 to revise perfect tense. Sentences use vocabulary linked to activities such as going to the cinema or bowling.
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