Series of Listening and Dictation activities for French GCSE Leisure topic, focusing on Sports, opinions and time phrases using three time frames. Includes tasks, transcripts and teacher notes. To make it as simple as possible for teachers and cover staff, our Listening and Dictation Worksheets are based around transcripts to be read out by the teacher. We find that this gives the teacher the autonomy to speed up, slow down or manipulate the texts depending on the class they have in front of them. This resource is designed to be used in conjunction with the Lifeline Languages GCSE French Sports and Opinions Sentence Builders, Translation Worksheets and Narrow Reading, but it can be used very effectively on its own. It can support your own material or be used as homework or cover work. We have provided answers for ease when setting cover. The tasks are designed to build up in difficulty as the sentence builders build up in language complexity. When creating this resource, we have reflected the introduction of Dictation questions in the new 2026 GCSE. To add scaffolding and support – students have their Sentence Builders in front of them to refer to as many times as you choose to allow. To add stretch and challenge – either students cannot look at their Sentence Builders, or you give them a limited amount of ‘sneak peeks’ for when they really need it. The amount of scaffolding or challenge the students require may depend on whether you use this sheet in isolation or as part of the series of matching Lifeline Languages resources available in our Activity Packs.

Series of Listening and Dictation activities for Spanish GCSE Leisure topic, focusing on Food, opinions and time phrases using three tenses. Includes 9 pages of tasks, transcripts and answers. To make it as simple as possible for teachers and cover staff, our Listening and Dictation Worksheets are based around transcripts to be read out by the teacher. We find that this gives the teacher the autonomy to speed up, slow down or manipulate the texts depending on the class they have in front of them. This resource is designed to be used in conjunction with the Lifeline Languages GCSE Spanish Food and Opinions Sentence Builders, Translation Worksheets and Narrow Reading, but it can be used very effectively on its own. It can support your own material or be used as homework or cover work. We have provided answers for ease when setting cover. The tasks are designed to build up in difficulty as the sentence builders build up in language complexity. When creating this resource, we have reflected the introduction of Dictation questions in the new 2026 GCSE. To add scaffolding and support – students have their Sentence Builders in front of them to refer to as many times as you choose to allow. To add stretch and challenge – either students cannot look at their Sentence Builders, or you give them a limited amount of ‘sneak peeks’ for when they really need it. The amount of scaffolding or challenge the students require may depend on whether you use this sheet in isolation or as part of the series of matching Lifeline Languages resources available in our Activity Packs.

Two GCSE Spanish sentence builders focusing on food likes, dislikes and reasons, and talking about food in three tenses. This resource is designed to be used in conjunction with the Lifeline Languages GCSE Food Narrow Reading, Translation Worksheets, and Listening & Dictation Worksheets. However, it can be used very effectively on its own or printed two-sided as a Knowledge Organiser. It can support your own material or be used as homework or cover work. We have provided answers for our Translation, Narrow Reading and Listening & Dictation sheets for ease when setting cover. The first slide, the Food Likes, Dislikes and Reasons Sentence Builder, is designed for Foundation students or as a basic introduction to the Food topic. It may also be suitable for Key Stage Three, depending on when you introduce the topic in your curriculum. The second slide, the Food and Tenses Sentence Builder is designed for Higher GCSE students. It may also be suitable for the top end of Foundation to support them in referring to three time-frames. Activity Ideas (inspired by Conti’s EPI method): Teacher starts by focusing on specific columns, practising pronunciation and demonstrating how the sentences build up Teacher reads sentences, student copies or translates Teacher reads a sentence out twice with a change of word/pronunciation the second time, students identify the change Teacher makes silly sentences and asks students to identify why they don’t make sense Teacher reads a sentence then counts down from 10 before class can repeat it back (delayed dictation) Students create sentences to be repeated back or translated by the class/partner Students write sentences in Spanish/English then test themselves by hiding the sentence builders, translating back into Spanish/English then marking their own

Two sentence builders focusing on jouer/faire, sports vocabulary, time phrases, giving detail and referring to three time frames. This resource is designed to be used in conjunction with the Lifeline Languages GCSE Sport Narrow Reading, Translation Worksheets, and Listening & Dictation Worksheets. However, it can be used very effectively on its own or printed two-sided as a Knowledge Organiser. It can support your own material or be used as homework or cover work. We have provided answers for our Translation, Narrow Reading and Listening & Dictation sheets for ease when setting cover. The first slide, the Sports and Time Phrases Sentence Builder, is designed for Foundation students or as a basic introduction to the Sports topic. It may also be suitable for Key Stage Three, depending on when you introduce the topic in your curriculum. The second slide, the Sports and Tenses Sentence Builder is designed for Higher GCSE students. It may also be suitable for the top end of Foundation to support them in referring to three time-frames. Activity Ideas (inspired by Conti’s EPI method): Teacher starts by focusing on specific columns, practising pronunciation and demonstrating how the sentences build up Teacher reads sentences, student copies or translates Teacher reads a sentence out twice with a change of word/pronunciation the second time, students identify the change Teacher makes silly sentences and asks students to identify why they don’t make sense Teacher reads a sentence then counts down from 10 before class can repeat it back (delayed dictation) Students create sentences to be repeated back or translated by the class/partner Students write sentences in French/English then test themselves by hiding the sentence builders, translating back into French/English then marking their own

Series of translation activities for GCSE Leisure topic, focusing on Sports, opinions and time phrases using three tenses. The first two pages match the more basic Sports and Time Phrases Sentence Builder and are designed for Foundation GCSE students. They may also be suitable for Key Stage Three, depending on when you introduce the topic in your curriculum. The second two pages match the more complex language of the Sports and Tenses Sentence Builder and are designed for Higher GCSE students. They may also be suitable for the top end of Foundation. To add scaffolding and support – students have their Sentence Builders in front of them to refer to as many times as you choose to allow. To add stretch and challenge – either students cannot look at their Sentence Builders, or you give them a limited amount of ‘sneak peeks’ for when they really need it. The amount of scaffolding or challenge the students require may depend on whether you use this sheet in isolation or as part of the series of matching Lifeline Languages resources available in our Activity Packs. This resource is designed to be used in conjunction with the Lifeline Languages GCSE Sport Sentence Builders, Narrow Reading and Listening & Dictation sheets, but it can be used very effectively on its own. It can support your own material or be used as homework or cover work. We have provided answers for ease when setting cover.