INSTRUCTIONS - The students work in pairs. They have a sheet with two sets of English sentences to translate into French, but Partner A has the French translation of first set, whereas Partner B has the translation of second set. It is called 'Oral ping-pong translation' because they do it orally, Partner A challenging Partner B with a sentence and showing the correct answer to provide them with feedback and to award points (3 for perfect sentence, 2 for one mistake only, 1 if there are mistakes but at least the verb is correctly formed). I give them a time limit (10 minutes); when the time is up the person with the higher score wins. Best to have people of similar ability in each pair. As a follow-up, students to make a note of the most serious mistakes they made in their books so that I have an idea of what their problem areas are. Differentiation opportunities are obvious: different sets of sheets for groups of different ability

1) Two of my most popular resources to practise the preterite in Spanish 2) Oral translation board game to practise preterite in holidays context 3) a warm up set of activities to do before board game 4) a match questions with answers reading activity 5) Oral ping pong translation

A series of preliminary old school grammar drills I stage before engaging in oral communicative drills, a set of narrow reading tasks Find-someone-who with cards other oral tasks to recycle the same chunks of language everywhere WITH ANSWER KEY oral board game recycling the very same chunks WITH ANSWER KEY (instructions included) another set of old school drills for consolidation

Scaffolding sheets to use in support of the following daily ILRs - Register routine to elicit use of expressions indicating emotional states or feelings - Small talk about what one did yesterday, last weekend, etc. - Exit ticket routine at end of lesson : what are you going to do this eve, tomorrow, weekend, etc. - Grumpy time routine (teacher ask questions and students must answer always in the negative usin different negative structures each time)

A sentence builder, a written translation board game (players writing on mini boards) and a set of oral drills. All of them recycling the same words. Materials target only 1,2 and 3 person singular of verb to be.

- reading tasks on opinions about tv - consolidation activities - a tile puzzle - translation practice with answer key - a sentence builder to introduce vocabulary - talking mats to scaffold oral interaction with follow-up narrow reading

Three files, all recycling exactly the same vocabulary and patterns: 1. Three narrow reading texts a la Conti with a range of comprehension and an oral task. 2. An oral translation board game from French to English to do after 1 3. A gap fill task 4. An oral scaffold on the topic recycling all of the above 5. An oral translation board game from English to French

Three narrow reading texts on talking about holidays with a number of tasks aimed at maximising exposure to the target vocabulary and structures 3 files : 1. Narrow reading texts with three tasks on them 2. Same texts have been gapped and missing words/chunks provided in random order 3. Written and oral work - or simply oral work 4. Oral translation board game 5. Oral scaffold

ANSWER KEY FOR EACH GAME PROVIDED Instructions: In groups of three students (2 player + 1 referee) or five (2 teams of two players and one referee), players take turn in casting the dice. Whichever case the player/team reach based on their dice score, they will have 30 seconds to translate the relative sentence(s) into French orally. The referee will then tell the players (with the help of the answer sheet) if their translation is correct. If the translation is correct they will have another go and casting the dice and will advance to the next case where they will have to translate the next sentence and so on. However, if their translation isn’t correct, the referee will read to them the right version twice in order for the players to attempt to memorize it for the next round when they will have another go. After the opponents’ turn the player will have another chance at casting the dice; if they answer the question they originally got wrong correct. The person who is closer to the finishing line ten minutes into the game will win. I do a round in writing (students write on miniwhiteboards or iPads) then one or two orally changing partners each time. Students love it but adequate prep essential.

Instructions: In groups of three students (2 player + 1 referee) or five (2 teams of two players and one referee), players take turn in casting the dice. Whichever case the player/team reach based on their dice score, they will have 30 seconds to translate the relative sentence(s) into French orally. The referee will then tell the players (with the help of the answer sheet) if their translation is correct. If the translation is correct they will have another go and casting the dice and will advance to the next case where they will have to translate the next sentence and so on. However, if their translation isn’t correct, the referee will read to them the right version twice in order for the players to attempt to memorize it for the next round when they will have another go. After the opponents’ turn the player will have another chance at casting the dice; if they answer the question they originally got wrong correct. The person who is closer to the finishing line ten minutes into the game will win. I do a round in writing (students write on miniwhiteboards or iPads) then one or two orally changing partners each time. Students love it but adequate prep essential.

Instructions: In groups of three students (2 player + 1 referee) or five (2 teams of two players and one referee), players take turn in casting the dice. Whichever case the player/team reach based on their dice score, they will have 30 seconds to translate the relative sentence(s) into French orally. The referee will then tell the players (with the help of the answer sheet) if their translation is correct. If the translation is correct they will have another go and casting the dice and will advance to the next case where they will have to translate the next sentence and so on. However, if their translation isn’t correct, the referee will read to them the right version twice in order for the players to attempt to memorize it for the next round when they will have another go. After the opponents’ turn the player will have another chance at casting the dice; if they answer the question they originally got wrong correct. The person who is closer to the finishing line ten minutes into the game will win. I do a round in writing (students write on miniwhiteboards or iPads) then one or two orally changing partners each time. Students love it but adequate prep essential.

Instructions: In groups of three students (2 player + 1 referee) or five (2 teams of two players and one referee), players take turn in casting the dice. Whichever case the player/team reach based on their dice score, they will have 30 seconds to translate the relative sentence(s) into French orally. The referee will then tell the players (with the help of the answer sheet) if their translation is correct. If the translation is correct they will have another go and casting the dice and will advance to the next case where they will have to translate the next sentence and so on. However, if their translation isn’t correct, the referee will read to them the right version twice in order for the players to attempt to memorize it for the next round when they will have another go. After the opponents’ turn the player will have another chance at casting the dice; if they answer the question they originally got wrong correct. The person who is closer to the finishing line ten minutes into the game will win. I do a round of written transl and one of oral changing partners

Instructions: In groups of three students (2 player + 1 referee) or five (2 teams of two players and one referee), players take turn in casting the dice. Whichever case the player/team reach based on their dice score, they will have 30 seconds to translate the relative sentence(s) into French orally. The referee will then tell the players (with the help of the answer sheet) if their translation is correct. If the translation is correct they will have another go and casting the dice and will advance to the next case where they will have to translate the next sentence and so on. However, if their translation isn’t correct, the referee will read to them the right version twice in order for the players to attempt to memorize it for the next round when they will have another go. After the opponents’ turn the player will have another chance at casting the dice; if they answer the question they originally got wrong correct. The person who is closer to the finishing line ten minutes into the game will win. I do a round in writing (students write on miniwhiteboards or iPads) then one or two orally changing partners each time. Students love it but adequate prep essential.

Three narrow reading texts exploited through 4 different narrow reading tasks

Narrow reading texts exploited through 'bad translation', 'spot the differences' and other techniques. Ideal for beginners on: - hobbies - general description - morning routine - adjectives (personality) - sports To find out more on this technique click here : https://gianfrancoconti.wordpress.com/2017/07/22/eight-narrow-reading-techniques-that-will-enhance-your-students-vocabulary-and-reading-skills/

A sentence builder to present the vocab (subjects, opinions, things one does around school) and a few receptive tasks to recycle it through listening and reading

A sentence builder, a map for oral pairwork, a vocab builder and a micro-listening skills set of activities

INSTRUCTIONS - The students work in pairs. They have a sheet with the same English sentences to translate into French, but Partner A has the translation of sentences 1 to10, whereas Partner B has the translation of sentences 11 to 20. I call it 'Oral ping-pong translation' because they do it orally, Partner A challenging Partner B with a sentence and showing the correct answer to provide them with feedback and to award points (3 for perfect sentence, 2 for one mistake only, 1 if there are mistakes but at least the verb is correctly formed). I give them a time limit (10 minutes); when the time is up the person with the higher score wins. Best to have people of similar ability in each pair. Here is an example: I made for a very able year 11 of mine. Obviously the activity can be done in writing too. As a follow-up, I get the students to make a note of the most serious mistakes they made in their books so that I have an idea of what their problem areas are. Differentiation opportunities are obvious: different sets of sheets for groups of different ability

Instructions: In groups of three students (2 player + 1 referee) or five (2 teams of two players and one referee), players take turn in casting the dice. Whichever case the player/team reach based on their dice score, they will have 30 seconds to translate the relative sentence(s) into French orally. The referee will then tell the players (with the help of the answer sheet) if their translation is correct. If the translation is correct they will have another go and casting the dice and will advance to the next case where they will have to translate the next sentence and so on. However, if their translation isn’t correct, the referee will read to them the right version twice in order for the players to attempt to memorize it for the next round when they will have another go. After the opponents’ turn the player will have another chance at casting the dice; if they answer the question they originally got wrong correct. The person who is closer to the finishing line ten minutes into the game will win.

Instructions: In groups of three students (2 player + 1 referee) or five (2 teams of two players and one referee), players take turn in casting the dice. Whichever case the player/team reach based on their dice score, they will have 30 seconds to translate the relative sentence(s) into French orally. The referee will then tell the players (with the help of the answer sheet) if their translation is correct. If the translation is correct they will have another go and casting the dice and will advance to the next case where they will have to translate the next sentence and so on. However, if their translation isn’t correct, the referee will read to them the right version twice in order for the players to attempt to memorize it for the next round when they will have another go. After the opponents’ turn the player will have another chance at casting the dice; if they answer the question they originally got wrong correct. The person who is closer to the finishing line ten minutes into the game will win.