ESL EFL ENGLISH SPEAKING ACTIVITIES BEGINNER ENGLISH SPEAKING ACTIVITIES ENGLISH PAIRED SPEAKING PRACTICE CARDS TWO SETS OF 100 CARDS 200 CARDS IN TOTAL @ $5.00 EACH Files are non-editable in a zipped format. The resource is copyright, all rights reserved. It may not be copied, rewritten, amended, shared or distributed outside your own classroom in any way. The license for purchase is a single-user license only. Please read the Terms of Use. A great way of getting your students talking without feeling ‘on the spot’, or worried about not getting their pronunciation and accent right in front of the whole class. The Q&A prompt cards offer structured talk opportunities, and focus on vocabulary, structures and general knowledge that they are likely to meet in both the beginning and more intermediate stages of their English learning. My students apply their developing English knowledge creatively and practically by crafting their own questions and answers, using the prompts as speaking frames. With focused and frequent practice, they begin to feel more confident about their language skills, using the Notes and Next Steps pages in the reference book to jot down their ideas. We also use the pages to note how they think their skills are developing, and how well they are beginning to understand fully both the range of vocabulary and grammatical concepts. The language in this set is ideal for advanced beginner English students moving into intermediate English, and feature a range of differentiated questions and answers, addressing various aspects of English, such as f***forming questions, the use of the present and present continuous tenses, word order*** and so on. This is really important for language learners, who often attempt to impose the grammar and structures of their first language onto the new language they are learning. There’s definitely a cultural and general information flavor to many of the questions, such as What is the London Eye? and How many countries are there in the United Kingdom? Try this English Paired Speaking Practice cards freebie: ENGLISH PAIRED SPEAKING PRACTICE CARDS FREEBIE https://www.tes.com/teaching-resource/english-speaking-practice-cards-freebie-12620142 Have a browse in my store for more English resources, including special offer bundles and freebies. THANKS AND ENJOY YOUR ENGLISH LESSONS!

PRIMARY FRENCH IMMERSION TELLING TIME ELEMENTARY FRENCH TELLING TIME FRENCH FOR CHILDREN TELLING TIME BEGINNER FRENCH TELLING TIME TASK CARDS 3 SETS OF 60 TASK CARDS @ $3.75 EACH All files are non-editable, in a zipped format. They are copyright, all rights reserved. They may not be copied, rewritten, amended, shared or distributed outside your own classroom in any way. The license for purchase is a single-user license only. Please read the Terms of Use carefully. Set 1: o’clock & half past Set 2: quarter to & past Set 3: range of analog times I generally work with telling time in French quite quickly with my beginner French students, as it lends itself really well to promoting speaking in the classroom, discussing daily routines for example. There are two questions: Quelle heure est-il ? with a particular clock face, and students write the response on their recording sheet or in their workbooks. The second question is Vrai ou faux ? and students write either vrai or faux - where the answer is faux, remind students to write the correct time for additional consolidation. Each set comprises the following non-editable files: = 60 question cards, 10 per A4 (8.5 x 11) paper = answer key & recording sheet Laminate the cards if you can - they’re far more learner-friendly, and remain in excellent condition for years. Have a browse in my store for more French resources, including special offer bundles and freebies. MERCI BEAUCOUP ET BON APPRENTISSAGE !

ADVANCED BEGINNER FRENCH INTERMEDIATE FRENCH ADVANCED FRENCH CONVERSATION STARTERS two sets of 100 French conversation starters @ $5.00 each in the bundle Set 1 French Conversation starters features 100 starters in question format, suitable for advanced beginner French to intermediate French students. Set 2 French Conversation starters also features 100 starters in question format, suitable for intermediate French to advanced French students. Speaking is a language skill that learners tend to find very challenging, regardless of level, and increased engagement with language that requires them to both reproduce accurately language they are already familiar with, and to be creative with that language in order to produce new language is integral to successful language learning. In Set 1, the questions focus largely on the present tense, with some examples of the present perfect tense. I include tenses we may not have formally covered, as the activity is not solely about practising language, but also about actively learning it. I encourage students to look for cues and clues in the questions themselves, and this certainly enables them to engage with new or unknown language successfully, and to progress in their learning. In Set 2, the questions feature a range of tenses and moods, such as the present tense, present subjunctive, perfect, imperfect, and conditional perfect. There are several questions focusing on si + imperfect + conditional clauses, and a significant amount of implicit input on a range of grammatical concepts, such as agreement with preceding direct object, use of the subjunctive and so on. I try to include as broad a range of language as I can in the questions, regardless of student learning level, to facilitate learner progress. I encourage students to look for cues and clues in the questions themselves, and this certainly enables them to engage with new or unknown language successfully, and to progress in their learning, which is just as important for more advanced learners. Questions formats are varied, to ensure maximum opportunity to work with the different ways to ask questions in French. Some questions seek to elicit very similar information, but are asked in different language: this avoids learners simply parroting learned responses to fixed prompts. Each card has an image: some of these are specific visual prompts to help students infer meaning; some are more generic images. I do use images as much as possible with this kind of activity, not only to provide the prompt, but also to add to the visual appeal of it, which is a real motivator for learning. I remind students that it is not necessary to tell the truth - the purpose is to create and produce accurate and realistic language. Students can prepare their responses in as much detail as possible on the accompanying planning sheet, remembering that these are conversation starters, so that once they have responded, they should then say something to continue the conversation going. Frequent and regular engagement with the activity brings the best results: with the planning sheet, students can create and prepare increasingly detailed and more complex responses, reflecting their learning progress. I definitely find it useful to read through the questions together as a whole-group, with students offering initial suggested responses. This ensures everyone can actually access the language, and they also benefit a lot from each others’ ideas. As a whole-group activity, distribute the cards amongst your students, one or several. Ideally, they should walk around the classroom, asking questions, and swapping cards. For pair or small-group work, students can work in a designated area. This really helps them focus closely on the language, and helps learners who are slightly less confident working with a larger group. The cards work particularly well as ice-breakers at the beginning of the school year. They’re also great as both entrance and exit tickets, and also for five-minute refreshers, which I use quite frequently during the school year. In the preparation phase, having access to bilingual dictionaries and / or the internet, this can be really helpful. These tools can help them prepare detailed responses to questions in ways that do not necessarily always focus on their own life and experiences. The starters in Set 1 broadly address the following themes: personal information family & routines at home hobbies & free time likes & dislikes local environment food & drink school & studies sport & healthy living countries & languages weather & seasons The starters in Set 2 broadly address the following themes: music, film & television literature & culture personal life, information & preferences leisure & free time health & well-being history & society recent & current events travel, tourism & holidays technology & social media likes & dislikes local environment environmental & social issues education & studies Try this freebie to see if this kind of activity would work well for your students: 10 FRENCH CONVERSATION STARTERS FREEBIE https://www.tes.com/teaching-resource/french-conversation-starters-freebie-12903491 Have a browse in my store for more French independent learning activities, and a wide range of other French teaching and learning materials, with French resource boxes, special offer bundles, and lots of freebies - I’ve included a couple here for you to try. Files are non-editable in a zipped format. The resource is copyright, all rights reserved. It may not be copied, rewritten, amended, shared or distributed outside your own classroom in any way. The license for purchase is a single-user license only. Please read the Terms of Use. MERCI BEAUCOUP ET BON APPRENTISSAGE !

ADVANCED BEGINNER GERMAN INTERMEDIATE GERMAN ADVANCED GERMAN CONVERSATION STARTERS @ $5.00 EACH Files are non-editable in a zipped format. The resource is copyright, all rights reserved. It may not be copied, rewritten, amended, shared or distributed outside your own classroom in any way. The license for purchase is a single-user license only. Please read the Terms of Use. Two sets of 100 German conversation starters @ $3.25 each in the bundle Set 1 German Conversation starters features 100 starters in question format, suitable for advanced beginner German to intermediate German students. Set 2 German Conversation starters also features 100 starters in question format, suitable for intermediate German to advanced German students. Speaking is a language skill that learners tend to find very challenging, regardless of level, and increased engagement with language that requires them to both reproduce accurately language they are already familiar with, and to be creative with that language in order to produce new language is integral to successful language learning. In Set 1, the questions focus largely on the present tense, with some examples of the present perfect tense. I include tenses we may not have formally covered, as the activity is not solely about practicing language, but also about actively learning it. I encourage students to look for cues and clues in the questions themselves, and this certainly enables them to engage with new or unknown language successfully, and to progress in their learning. In Set 2, the questions feature a range of tenses and moods, such as the present tense, present subjunctive, perfect, imperfect, and conditional perfect. There are several questions focusing on wenn + subjunctive + conditional clauses, and a significant amount of implicit input on a range of grammatical concepts, such as word order with separable verbs in various tenses, um + zu clauses and so on. I try to include as broad a range of language as I can in the questions, regardless of student learning level, to facilitate learner progress. I encourage students to look for cues and clues in the questions themselves, and this certainly enables them to engage with new or unknown language successfully, and to progress in their learning, which is just as important for more advanced learners. Questions formats are varied, to ensure maximum opportunity to work with the different ways to ask questions in German. Some questions seek to elicit very similar information, but are asked in different language: this avoids learners simply parroting learned responses to fixed prompts. Each card has an image: some of these are specific visual prompts to help students infer meaning; some are more generic images. I do use images as much as possible with this kind of activity, not only to provide the prompt, but also to add to the visual appeal of it, which is a real motivator for learning. I remind students that it is not necessary to tell the truth - the purpose is to create and produce accurate and realistic language. Students can prepare their responses in as much detail as possible on the accompanying planning sheet, remembering that these are conversation starters, so that once they have responded, they should then say something to continue the conversation going. Frequent and regular engagement with the activity brings the best results: with the planning sheet, students can create and prepare increasingly detailed and more complex responses, reflecting their learning progress. I definitely find it useful to read through the questions together as a whole-group, with students offering initial suggested responses. This ensures everyone can actually access the language, and they also benefit a lot from each others’ ideas. As a whole-group activity, distribute the cards amongst your students, one or several. Ideally, they should walk around the classroom, asking questions, and swapping cards. For pair or small-group work, students can work in a designated area. This really helps them focus closely on the language, and helps learners who are slightly less confident working with a larger group. The cards work particularly well as ice-breakers at the beginning of the school year. They’re also great as both entrance and exit tickets, and also for five-minute refreshers, which I use quite frequently during the school year. In the preparation phase, having access to bilingual dictionaries and / or the internet, this can be really helpful. These tools can help them prepare detailed responses to questions in ways that do not necessarily always focus on their own life and experiences. The starters in Set 1 broadly address the following themes: personal information family & routines at home hobbies & free time likes & dislikes local environment food & drink school & studies sport & healthy living countries & languages weather & seasons The starters in Set 2 broadly address the following themes: music, film & television literature & culture personal life, information & preferences leisure & free time health & well-being history & society recent & current events travel, tourism & holidays technology & social media likes & dislikes local environment environmental & social issues education & studies Have a browse in my store for more German independent learning activities, and a wide range of other German teaching and learning materials, with German dollar deals, special offer bundles, and lots of freebies - I’ve included a couple here for you to try. VIELEN DANK UND VIEL SPAß IN DER DEUTSCHSTUNDE!

ADVANCED BEGINNER ENGLISH INTERMEDIATE ENGLISH ADVANCED ENGLISH CONVERSATION STARTERS 200 ENGLISH CONVERSATION STARTERS two sets of 100 English conversation starters @ $5.00 each in the bundle Files are non-editable in a zipped format. The resource is copyright, all rights reserved. It may not be copied, rewritten, amended, shared or distributed outside your own classroom in any way. The license for purchase is a single-user license only. Please read the Terms of Use. Set 1 English Conversation starters features 100 starters in question format, suitable for advanced beginner English to intermediate English students. Set 2 English Conversation starters also features 100 starters in question format, suitable for intermediate English to advanced English students. Speaking is a language skill that learners tend to find very challenging, regardless of level, and increased engagement with language that requires them to both reproduce accurately language they are already familiar with, and to be creative with that language in order to produce new language is integral to successful language learning. In Set 1, the questions focus largely on the present tense, with some examples of the present perfect tense. I include tenses we may not have formally covered, as the activity is not solely about practicing language, but also about actively learning it. I encourage students to look for cues and clues in the questions themselves, and this certainly enables them to engage with new or unknown language successfully, and to progress in their learning. In Set 2, the questions feature a range of tenses and moods, such as the present tense, present subjunctive, perfect, imperfect, and conditional perfect. There are several questions focusing on if + subjunctive + conditional clauses. There is a significant amount of implicit input on a range of grammatical concepts, particularly the use of tenses. I try to include as broad a range of language as I can in the questions, regardless of student learning level, as the activity is not solely about practicing language, but also about actively learning it. I encourage students to look for cues and clues in the questions themselves, and this certainly enables them to engage with new or unknown language successfully, and to progress in their learning, which is just as important for more advanced learners. Questions formats are varied, to ensure maximum opportunity to work with the different ways to ask questions in English. Some questions seek to elicit very similar information, but are asked in different language: this avoids learners simply parroting learned responses to fixed prompts. Each card has an image: some of these are specific visual prompts to help students infer meaning; some are more generic images. I do use images as much as possible with this kind of activity, not only to provide the prompt, but also to add to the visual appeal of it, which is a real motivator for learning. I remind students that it is not necessary to tell the truth - the purpose is to create and produce accurate and realistic language. Students can prepare their responses in as much detail as possible on the accompanying planning sheet, remembering that these are conversation starters, so that once they have responded, they should then say something to continue the conversation going. Frequent and regular engagement with the activity brings the best results: with the planning sheet, students can create and prepare increasingly detailed and more complex responses, reflecting their learning progress. I definitely find it useful to read through the questions together as a whole-group, with students offering initial suggested responses. This ensures everyone can actually access the language, and they also benefit a lot from each others’ ideas. As a whole-group activity, distribute the cards amongst your students, one or several. Ideally, they should walk around the classroom, asking questions, and swapping cards. For pair or small-group work, students can work in a designated area. This really helps them focus closely on the language, and helps learners who are slightly less confident working with a larger group. The starters in Set 1 broadly address the following themes: personal information : family & routines at home : hobbies & free time : likes & dislikes : local environment : food & drink : school & studies : sport & healthy living : countries & languages : weather & seasons The starters in Set 2 broadly address the following themes: music, film & television : literature & culture : personal life, information & preferences : leisure & free time : health & well-being : history & society : recent & current events : travel, tourism & holidays : technology & social media : likes & dislikes : local environment : environmental & social issues : education & studies Try this freebie: 10 ENGLISH CONVERSATION STARTERS FREEBIE https://www.tes.com/teaching-resource/english-conversation-starters-freebie-12925205 Have a browse in my store for more English resources, including English dollar deals, special offer bundles, and freebies. THANKS AND ENJOY YOUR ENGLISH LESSONS!

FRENCH FOR CHILDREN PRIMARY FRENCH IMMERSION ELEMENTARY FRENCH BEGINNER FRENCH TELLING TIME I HAVE, WHO HAS? 3 SETS OF TWO GAMES @ £3.25 EACH IN THE BUNDLE : 6 GAMES AND CHALLENGES, EVERY ANALOG CLOCK TIME Files are non-editable in a zipped format. The product is copyright, all rights reserved. It may not be amended, copied, rewritten, shared or distributed, in whole or in part, outside your own classroom. The license for purchase is a single-user license only. Please read the Terms of Use. = Set 1: focus on o’clock, half past, quarter to & quarter past the hour = Set 2: focus on 5 & 10 past and 5 & 10 to the hour = Set 3: focus on 20 & 25 past and 20 & 25 to the hour Lively whole-group multi-skill language learning games, ideal for Primary French Immersion / Elementary French and Beginner French students. The repetitive nature of the questions and answers, supported by the visual prompt of the clock faces, makes it perfect for practicing, reinforcing & refreshing how to tell time in French, and for pronunciation practice too. There are 8 clock faces per page, and I cut the cards in sets of 2, so four larger cards per page. This means that students can see two clock faces and times per game card, which really helps to consolidate learning. It’s also a lot less prep than cutting out eight individual cards, though I do actually have a set like this, which we use as a larger-size dominoes game. I always laminate my language learning cards - it’s definitely worth the extra prep time and expense, as they’re more learner-friendly, and remain in excellent condition for years. The aim of the game is to arrange the clocks in the relevant order. Students will generally have several cards each, depending on the size of your class. We usually set the cards on a table, so that students can see the timeline clearly. I frequently use a timer when we play. Playing in teams, using either a single challenge, or with both challenges together, is really popular - students find the competitive element really motivating and are genuinely keen to see which team can finish first, and whether they can beat their own time record. The games also work well as pair or small-group games. Each set has two games, each with a different challenge: = Challenge 1: with all the the clock times in numerical order, J’ai… Qui a… ? = Challenge 2: with the all the clock times in random order, which really helps recall and embedding new language, as students often learn time phrases in numerical order, As-tu… ? Oui (Non), j’ai… Have a browse in my store for more French resources, including special offer bundles and freebies. MERCI BEAUCOUP ET BON APPRENTISSAGE !