<p>4 paragraphs to translate French to English using the keywords from the A comme Amitie page of the GCSE/IGCSE textbook.</p>
<p>Students can read aloud to practice pronunciation, translate and then decide what the bullet points would have been for this writing task.</p>
<p>Can also be used to find examples of writing techniques and sophisticated structures eg subjunctive, opinion phrases, intensifiers</p>
<p>Decoding and translation task for independant and focused work.</p>
<p>Make sentences by finding the word attached to each number, translate them and then create your own for a partner or teacher.</p>
<p>Watch out for when you need to add an S to nouns and adjectives and when you don’t!</p>
<p>A long text in several tenses (only short examples of each) with lots of opinions about school covering a description, subjects, clubs and activities, timings and basic future plans.</p>
<p>A good place to start the GCSE topic as revision or for year 8s/ 9s covering school (written to accompany tricolore 3 chapter).</p>
<p>Could easily be adapted to a reading comprehension/ find the french or gap fill activity and be followed by translations or adapting the text to describe your own school.</p>
<p>100 sentences containing the present, past and future tenses, opinions and keywords related to jobs and future plans</p>
<p>I’ll use this for revision in one of two ways;</p>
<p>Paired translations: each partner has half the sheet (cut down the central line) and they must translate the sentence, their partner checks and can off help (students MUST underline sections they had help on in red pen). Easy to differentiate or extend as you can start with Spanish to English and then move onto English to Spanish and finally this can be stuck in books and both sets of translations written out<br />
As the keywords for a gameboard (there are loads of pretty colourful ones around, they just need 100 spaces- can be snakes and ladders to add fun). Students roll the dice but can only move once they have successfully translated the sentence.<br />
Differentiate by support (some students have books, others get more thinking time, you can circulate helping with keywords etc). For more efficient revision all students write down ANYTHING they get wrong in books as a reference point.<br />
Finally the full sheet with answers can be given to students to take away and practice as a veeeery simple KO.</p>
<p>Give each partner one half of the table, Partern A then needs to say the translation of their sentence (lower ability: translate french to english, middle: english to french, top: english to french and add another detail eg opinion or reason) WITHOUT looking at the partners sheet. Partner B will give clues or the answer if necessary to help them and then it is their turn.<br />
Whoever has the first translation of the desired language goes first eg lower ability pair= start with english sentence at the top</p>
<p>This can be further exploited with them sticking in their half (you might want a larger font size if you intend to do this) and translating in writing.</p>
<p>Extension could be the translations on page two (slightly more complex) or students creating their own more extended sentences/ text about free-time.</p>
<p>A fun speaking activity which leaves you free to wander and can easily lead on to a longer piece of writing within the same lesson…</p>
<p>100 sentences containing the present, past and future tenses, time phrases, opinions and keywords related to TV, films, music, phone use and free-time activities.</p>
<p>I’ll use this for revision in one of two ways;</p>
<ol>
<li>Paired translations: each partner has half the sheet (cut down the central line) and they must translate the sentence, their partner checks and can off help (students MUST underline sections they had help on in red pen). Easy to differentiate or extend as you can start with Spanish to English and then move onto English to Spanish and finally this can be stuck in books and both sets of translations written out</li>
<li>As the keywords for a gameboard (there are loads of pretty colourful ones around, they just need 100 spaces- can be snakes and ladders to add fun). Students roll the dice but can only move once they have successfully translated the sentence.<br />
Differentiate by support (some students have books, others get more thinking time, you can circulate helping with keywords etc). For more efficient revision all students write down ANYTHING they get wrong in books as a reference point.</li>
</ol>
<p>Finally the full sheet with answers can be given to students to take away and practice as a veeeery simple KO.</p>
<p>A fully translated writing frame to enable students to independently design and describe a Christmas jumper. Ideal for a ‘heads down’ activity whilst finishing speaking assessments or catching up with individual students.</p>
<p>All they need is a piece of paper and some colouring pencils (they could also cut out a jumper shape).<br />
15-20 minutes to draw and colour and 20-25 minutes to write about the jumpers should leave time for some peer assessment and they can then use the opinions phrases at the bottom to add a sentence about someone elses’ work.</p>
<p>A variety of French activities based on Halloween for KS3/4</p>
<ol>
<li>Potion writing frame- KS2-3- students use each box to prepare a potion recipe (fully translated on the sheet so easy to set as HL) with title (what the potion does) ingredients list and instructions. Easy to extend into display work or making a fake potion in a bottle</li>
<li>Dual language translated text for the first page of HP and the Philosopher’s stone with activities- KS3</li>
<li>Verbs to be used to describe the Harry’s first flying lesson page (suitable for any year group that can use regular ER verbs in the present tense)</li>
<li>Halloween’s past text (and ppt with horror film titles to translate and a text scrmabled for them to put into chronological order) with imperfect, perfect and present tense- can be used to find/ highlight verbs in different tenses, adapted, read aloud and then as a model for a piece of writing KS3/4 (year 9+ probably)</li>
<li>SPANISH Dual language translated text for the sorting hat chapter of HP and the philospher’s stone-could be used for speaking practice, gap fill speaking, words treasure hunt</li>
<li>Day of the dead ppt- keywords match-up, sugar skull recipe (authentic text to look at together), photos to describe and some basic future tense to describe what you will do… I also gave students info about how different countries celebrate so they could decide where they will visit etc and what they will do</li>
<li>Marigold flower with lines to use for written display work on day of the dead- petals can be filled with keywords or just coloured in</li>
</ol>
<p>Differentiated activity sheet set for cover:</p>
<ol>
<li>Conjugation of habiter</li>
<li>Vocabulary task (rooms/ types of house/ useful adjectives/ furniture)</li>
<li>Translation of a paragraph</li>
<li>Writing task (adapt the paragraph)</li>
</ol>
<p>Translations of places in town to recap, practise forming questions via translations into English and Spanish, basic excuses list to be gone through together- all leading to students creating their own conversation script. This doesn’t include donde quedamos and the prepositions but this could be easily added before excuses.</p>
<p>Give each partner one half of the table, Partner A then needs to say the translation of their sentence (lower ability: translate spanish to english, middle: english to spanish, top: english to spanish and add another detail eg opinion or reason) WITHOUT looking at the partners sheet. Partner B will give clues or the answer if necessary to help them and then it is their turn.<br />
Whoever has the first translation of the desired language goes first eg lower ability pair= start with english sentence at the top</p>
<p>This can be further exploited with them sticking in their half (you might want a larger font size if you intend to do this) and translating in writing.</p>
<p>Extension could be to add translations that involve adaptation and linked phrases (watch this space) or students creating their own more extended sentences/ text about rights and responsibilites.</p>
<p>A fun speaking activity which leaves you free to wander and can easily lead on to a longer piece of writing within the same lesson…</p>
<p>Translated version of the French;</p>
<p>A long text in several tenses (only short examples of each) with lots of opinions about school covering a description, subjects, clubs and activities, timings and basic future plans.</p>
<p>A good place to start the GCSE topic as revision or for year 8s/ 9s covering school (written to accompany tricolore 3 chapter).</p>
<p>Could easily be adapted to a reading comprehension/ find the spanish or gap fill activity and be followed by translations or adapting the text to describe your own school.</p>
<p>50 sentences with translations to revise the topic of school. This activity is specifically aimed at the speaking assessment and contains the questions from the assessment page and multiple possible answers.</p>
<ul>
<li>Can be used as paired speaking activity where the other partner (blue or yellow) prompts if necessary progressing from French to English to English to French… BUT can work as a trio (but the direction of translation will change on every turn)</li>
<li>Can also be paired with a gameboard (eg snakes and ladders) squares 0-50= into English and 51-100= into French (the person you went before you asks you the appropriate numbered question)</li>
</ul>
<p>Paired translations split into Bronze, silver, gold and platinum sets of ten</p>
<p>Past tense places and simple opinions<br />
Activities I did<br />
Activities other people did<br />
Future and conditional</p>
<p>A giant page (best printed A3 as a wordmat) of (mostly) regular ER verbs in the present tense. Useful for practising endings and can be fun to show a video and get students to tell the story simply with only a few keywords.</p>
<p>Would also work fell for a ‘what happens next?’ activity in the future tense however the mix of verbs makes it a bit confusing in the perfect tense (you could colour code for avoir/ etre though).</p>
<p>Good videos to describe;<br />
disney/ pixar shorts eg for the birds<br />
Harry’s first flying lesson<br />
Various disney clips/songs<br />
Mr Bean clips<br />
Trailers</p>
<p>Suggested/ potential usage;<br />
Settler: students copy numbered list of English places</p>
<p>Large numbered places in town labels are stuck around the classroom and pupils work to collect them all</p>
<p>Followed by running translation activity (H= english to french, M= french to English)- both languages are outside the class/ on the door and groups must complete their copy (half empty) by memorising sections.</p>
<p>Plenary: asking for certain sections verbally</p>
<p>Can be followed by a lesson on adapting sentences by changing keywords eg places</p>
<p>Simple starter with a short description of a personality and space for students to write a single word synonym and antonym (there are several options for most of them and a few are a little tricky and could be discussed eg the opposite of curious?)- fits with studio 2 module 3</p>
<p>Simple template of key verbs linked to school and leisure (and essential irregulars) to complete in each tense.<br />
How I used this;</p>
<ol>
<li>Discussion about different tenses and whole class practice of forming each tense in the ‘yo’ form with a regular verb eg llevar</li>
<li>Students complete the sheet in ‘yo’ form and we check responses using a visualiser</li>
<li>Quick recap. of question words (I use a linguascope talking dice with question words but a list would work)</li>
<li>Discussion of how to form the ‘tu’ version of each verb- what are the patterns/clues? eg as/es/aste/iste (I put a reminder on the board eg as/es- present/(future) aste/iste- preterite)</li>
<li>IF TIME students complete the sheet again (you could speed this up or differentiate by filling in certain squares already but I ran out of time and just moved straight to step 6)</li>
<li>Roll a 20 sided dice to choose the verb and a 6 sided dice (or question word dice) to choose a question word and students have to form a question in whatever tense they like</li>
<li>Someone else answers- this can be played with the teacher, as a class game of ‘pass it along’ where the next child answers then asks someone new or in pairs</li>
</ol>
