Specialists in creating engaging, interactive and fun language learning resources for English, French , Spanish, German and Portuguese classes.
Exam preparation, conversation, reading & writing, speaking & listening, grammar & vocabulary.
ESL | ELE | FLE
Specialists in creating engaging, interactive and fun language learning resources for English, French , Spanish, German and Portuguese classes.
Exam preparation, conversation, reading & writing, speaking & listening, grammar & vocabulary.
ESL | ELE | FLE
Part 1: Acquire Target Vocabulary
Students match symptômes, contamination and prévention vocabulary with images.
Part 2: Use Target Vocabulary
Students discuss & debate conversation questions relating to the coronavirus (COVID-19).
Target Vocabulary:
Contact avec les animaux - Contact personnel
Couvrez les éternuements ou la toux - Dans l’air
Évitez le contact avec les gens - Fièvre
Gorge sèche - Mal de tête - Masques
Objet contaminé - Se laver les mains - Toux
Target Skills:
Express opinions
Extend answers
Maintain a conversation
Elicit more information
Agree or disagree
Justify arguments
A task card with prompts for describing a photo.
Target Language:
At the top / bottom
On the left / right
In the middle
In the foreground / background
In the top / bottom left / right corner
“Animals should live in the wild, not as pets in people’s houses”
Students write an essay explaining whether they agree or disagree with this statement.
A series of 10 statements relating to pets. Students are required to state whether they agree or disagree with the statements, providing reasoning for their answers.
e.g.
“Dogs are better than cats.”
No prep pair-work speaking activity.
Topic of conversation: CHILDHOOD
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using English
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Firstly, Secondly, Finally
However, On the other hand , Whereas
Furthermore, In addition, Moreover
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
