A quickie embeddin practice in Perfect Tense in the topic of school life

Covers main connectives and some adverbs of place and time

A sentence builder on activities and times A translation based on the sentence builder

Includes: - bilingual translation task - revision quickies based on sentence builder with SOLUTION - a very comprehensive sentence builder

A revision quickie

quickie with answer key on world of work

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. 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

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)

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

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