I created this booklet for 3 lessons of cover work with a non-specialist cover teacher. It involves collaborative group work and cross-curricular links with their English focus of persuasive writing/speech. I have lovingly lifted some maps and the English persuasive techniques devices from existing resources - gracias!

A speaking mat for everyday classroom interactions to maximise TL use. Split into sections to encourage understanding of formal/informal register.

Wording has been tweaked from a few existing recources on here, I've simply adapted and made it into a visual display resource. Looks great on A3.

A collection of activities I have stolen, borrowed, adapted and created myself to boost pupils' TL use in the classroom and encourage spontaneous speaking. All have been tried and tested and have really helped increase the amount (and quality) of Spanish pupils speak in class. The Spanter (Spanish banter) phrases work particularly well and can be adapted to all levels!

¿Qué es lo más importante para tí cuando vas de vacaciones? <br /> <br /> First lesson of the holidays topic. Pupils prioritise the factors that are important for them in a holiday (el tiempo, la gente, el alojamiento). Then, in groups, they are in competition. They work their way through a set of tasks to help them understand and respond to a sheet of complex statements about holidays with lots of new vocab in. They have a group passport they have to get the teacher to sign off when they have completed the task before they can run to the front to grab the next task. The first group to complete the tasks together get a higher number of points, but they are also judged on teamwork and TL use. Encourages group work, is great for differentiated groups, and gets pupils using reading skills to work out new vocabulary as well as providing them with some great model sentences on holiday preferences.

A mat to support photo description for speaking tasks. I have been setting each box as a quizlet home learning to ensure pupils really know the structures rather than over-relying on the mat too much, but it does provide a useful structure and ideas for content for those who need it. If used regularly, the phrases really do become embedded.

This is a display made up of all of the vocab from the new AQA GCSE spec (French and Spanish). The idea came from a desire to get students refreshing and deepening their knowledge of a wide range of vocab that they have previously learnt in order to keep it active - encouraging students that if they do not constantly revise vocab, it can slip out of their minds! The vocab is split into cards in sets of 10 to make it easier for students to 'grab and go' - I intend to use the display for self-starter activities, peer and self revision, or an extra challenge for early finishers. This is only the theme-based vocab - connectives etc etc are not included as we have these on another display.

This lesson involves group work, maths in MFL and creativity. Pupils review and/or learn numbers above 20 up to 1000. They then use this to work out a budget for spending 2 days in Rio at the world cup. They work out and plan their budget in groups of 3 and write up an explanation of why they will buy using the future tense.

A speaking mat for everyday classroom interactions to maximise TL use. Split into sections to encourage understanding of formal/informal register.

A lesson starting with web research on some Spanish restaurants in Madrid and then pupils use this research to create their own menu. Peer assessment and redrafting with level criteria included in follow on lesson.

<p>High frequency phrases following the acronym “PROFS” (Past, Reasons, Opinions, Future, Subjunctive) which students can learn and use to help structure excellent pieces which show off sophistication and a wide range of structures in speaking and writing. These phrases work across any topic.</p>

The listenings referred to are from Mira 2, Unidad 4. pp 60-61. Pupils learn how to order food then improve the model dialogue they listened to by adding in a wider variety of tenses and other vocabulary.

2 lessons (ideal for a double session, but can be 2 stand alone lessons) introducing the topic of Home and Local Area. It includes an authentic listening (YouTube video tour of Seville), memory strategies for building speaking answers, and lots of listening, writing and speaking practice. The listening task in the second lesson is from the AQA GCSE textbook. All activities are differentiated and explained for teachers in the notes of each slide. It starts with a vocab test- you would have to give students the list of words to learn ahead of the lesson to get off to a flying start.

Pupils have to use higher order thinking skills to explain the rules of conjugation in simple terms and create their own game that will enable others to practise conjugating. Peer assessment form includes phrases they can use in TL whilst they play the games.

La ropa, Clothes, Superheroes, Supervillains Pupils use literacy skills to highlight features of WAGOLL then use this model to create their own supervillain (or superhero) outfit.

Resource inspired by Carol Dweck's mindset philosophy. Posters with phrases pupils can use in the TL to encourage a growth mindset and can-do attitude to challenge, whilst boosting classroom TL use. Studies show that learners find languages too &quot;difficult&quot; - let's get them on board!

Vas a:<br /><br /><br /> <br /><br /><br /> -Dar tu opinión sobre tu tiempo libre<br /><br /><br /> -Aprender adjetivos nuevos para añadir mas información<br /><br /><br /> -Expresar la opinión de otra persona<br /><br /><br /> <br /><br /><br /> Free time activities, opinions and justifications, focusing on increasing the range of language that pupils use. Includes a brilliant TL-only game of 'consensus' where pupils discuss their opinions and then agree or disagree with each other to complete a diagram of their group preferences.

This loosely follows Mira 2. Texts for the food organisation (venn diagram) activity to follow.

Debating mats with phrases for expressing opinions and agreeing or disagreeing with classmates to encourage pupil-pupil TL interaction. Mats created are in Spanish and French and in the informal verb forms - these have been highlighted so pupils can change to the Usted/vous where necessary. Original idea adapted from a History resource found on twitter by @Snoopycmf :)

This lesson came at the end of a series of lessons about the internet, mobile phones and technology. I wanted learners to bring together their learning to write a detailed piece and to work without help from me! There is a listening activity using the iPad Air ad in Spanish, then pupils work in differentiated groups of 3 and prioritise and choose tasks to complete to design a new tablet. The more challenging langauge they use, the more euros they bank. This is an entirely student-led lesson. Notes for this lesson are in the powerpoint.

I did this with my year 7 learners. All learners now have iPads and we are trying to find the best apps for MFL - I wanted something that would make reading skills more exciting as well as getting pupils up and moving. It also helps them get the idea of 'scanning' for key words, as they are literally scanning with their iPads too! This could also work from smartphones if your pupils don't have iPads and you can allow them to use their phones in a lesson as a one-off.