1. A fairly comprehensive' talking mat' for intermediate students on the topic of 'School', including 20 model questions and a range of options with L1 translation. Good for year 9 to 11. 2. A vocab builder for prepping the students before using the oral scaffold 3. 3 narrow reading texts with a number of tasks ensuring deep processing of the texts

4 word documents packed with vocab building activities teaching useful language chunks through deep semantic processing tasks

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

Resources include: A sentence builder A set of narrow readings A vocab builder to reinforce the language in the above

Two pages of texts and tasks on talking about leisure/daily life in the past

Sentence builder + Find someone who + Oral communicative drills + One pen one dice + Written consolidation Note: same chunks of language recycled over and over again across all resources included

A sentence builder + consolidation activities​

4 chunk-based revision quickies on the topic ‘Family’ recycling the same chunks over and over again

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

Losely based on Expo 1 module 4, a good range of oral / aural activities

(1) A glossary and a wide range of activities on the positives and negatives of my neighbourhood.(2) a match up (hot potatoes) starter /plenary. Challenging. I have used it successfully with my yr 9 top set but it also suitable for KS4 groups of average ability.

A set of six narrow reading texts and relative tasks on the theme of pollution. This resource would be used at the beginning of an instructional sequence on talking about issues in one’s town/region. Lots of recycling of the same key patterns. Ideal for homework, cover work but can also be used for consolidation, as a pre-listening activity or before engaging the students in a basic writing task

A range of narrow reading tasks + a pre-reading vocab building task

3 GCSE revision quickies on holidays, all chunk-based

A translation sheet aimed at GCSE French candidates but could be used at KS3 too. It inclused 5 passages in both French and English versions and a pre-translation sheet aimed at prepping the students for the translation tasks.

Two revision quickies which focus on micro-writing skills

Find someone who with cards - It consists of a grid to fill in and a set of cards

Vocab reinforcement and oral drills

(1) A sentence builder to practice the pattern: I am from ___________but I have been living in _______________ since /for __________________ (2) A find someone who with cards with four grids so you can play four rounds of the game (3) A set of narrow reading tasks (4) A set of gap-fills based on the narrow reading tasks (5) An oral translation board game (6) A verb and adjectivel endings manipulation writing task (7) Gap-fill madness - 'Gap-fill madness' is a very easy-to-prepare game I stage to automatise verb production and decoding skills at the same time. Students, working in groups of three, are given a list of twelve simple sentences (see below) in which the target verb is gapped. They then compete with each other at filling the gap in the shortest time possible. The person who does it faster and with 'decent' pronunciation wins. I usually stage three rounds per player, the shortest time overall winning. Whilst one player speaks the others time them and monitor their accuracy and pronunciation. Pairing students by ability a must!

1. Talking mats (10 questions about tv habits) + narrow reading including three tenses 2. Oral ping pong translation