(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.

Two documents: student and teacher versions

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

1, An oral scaffold / talking mats 2. An oral ping-pong translation 3. An oral translation board game ALL RECYCLING SAME CHUNKS

A grid with questions to fill in and a set of cards.

1. Narrow reading tasks 2. Oral scaffold 3. Vocab building

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

A boardgame with a pool of resources to support their use: a pre-game translation warm-up task, a vocabulary consolidation task, a set of talking mats with all the chunks involved in the game (with translation) and an OCD (oral communicative drills) follow-up task.

8 revision quickies on health and holidays for GCSE students of middle to high proficiency

TOPICS; daily routine, school, health and lifestyle, family relationships and my 'universals' Research shows clearly that teaching vocabulary through patterns and collocations is a much more effective way than teaching single words. Although I have always endeavoured to teach words in context and phrases, this collection of quickies is more au fait with current vocab research. As a result, here is a new set of GCSE revision quickies that are chunk-based and focus on collocation and lexical priming. These new quickies complement the ones I have previously created beautifully in my opinion. Why you should use them: they reflect the way humans learn languages - through chunks and lexical patterns rather than single words. So the focus here is on developing a repertoire of ready-to-use phrases recycled over and over again.

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!

- A text reconstruction task: English text given; French translation of text is all broken up in randomly arranged chunks. Students to re-arrange them in the correct order. - A pre-puzzle warm-up to prepare the students for the puzzle through consolidation of its language content

A text in the present tense which includes vocabulary on daily routine and hobbies and four reading comprehension activities, one chunk-based.

These are the scaffolds I use every day at the beginning of every lesson and at the end to recycle for 5 minutes (students talking in pairs) daily activities + the two tenses.

A sentence builder with consolidation activities A find somene who with cards game a la Conti

Students to take turns, in teams of two or three (possibly with miniboards) to translate the English words in the grey column using the relevant bits in the table.

Healthy lifestyle for KS3/KS4. I have used it with my Year 9 students as oral practice.

Translation and writing tasks

Typical Cont-style resources on the Irregular perfect tense