Here is a sentence builder I designed to enable learners to accurately describe personalities. On side one there is vocabulary to describe one’s own personality with the use of opinion phrases and intensifiers. The amount of adjectives used is limited to promote good language use. You could issue a separate handout with more adjectives for your learners to use.
The second page enables learners to compare personalities. The same list of adjectives has been used.
Did you find this resource useful? Are there sentence builders you’d like to see? Let me know on Twitter @tasty_tortilla! Leave a review to let me know how much you’ve liked my resource :)
A narrow reading task I created for my S1 French class. Students must skim and scan the text to answer the questions.
I differentiated it by asking some pupils to only answer the questions with a name whilst most were asked to find the name and give the reason why.
Here is a PowerPoint quiz I have created to reinforce the imperfect tense with my National 5 French class. May be of use to others as well.
The quiz is designed in such a way that the only way to move forward is using the buttons on the slides. Choose an answer, and the happy face (right answer) or the sad face (wrong answer) will appear. Click on return and then go to the next question.
Questions are numbered at the top left.
Activity for beginners of Spanish. Pupils read the texts and find the correct translations for the English "clues".
The activity is differentiated on three levels (1 star easiest with support - 3 stars hardest without support). The activity is essentially self-marking as the words which pupils choose should be the correct length. However, a marking scheme is provided.
There is an extension task provided, which asks pupils to create their own paragraphs based on the Spanish texts.
If you like this resource and have found it useful, please leave a rating so I know to create and upload more.
A sentence builder to enable learners to accurately describe a monster they have created.
The sentence builders allow learners to describe the monster’s body parts including size and colour. If learners follow the sentence builder they shouldn’t make mistakes.
I have included sentence builders for both singular and plural body parts, as well as describing the monster using the verb être.
Some of the phrases may seem a little advanced but the idea is to ‘sow the seeds’ for future use/recognition.
Would you add anything else to the sentence builder? Let me know with a review!
Here is a PowerPoint I created to use as starter tasks in my lessons to recap previous language structures and vocabulary.
It can be adapted to your language/curriculum. It is not my idea but I have added a timer element.
After you start the slide, a black rectangle will start appearing over the screen. After 6 minutes it will cover the whole screen and say time up.
My students have responded well and it is a good way of establishing pace at the very start of the lesson.
Here is a poster that can be displayed in the classroom to encourage pupils to use the target language when confused.
The idea for this vocabulary list comes from Allison Chase's book "Target Language Toolkit".
The poster is my own design. The size is A3 Portrait.
Leave a rating and/or comment to let me know if you find it useful :)
A resource I used for beginner Spanish. It is a bad translation which could be used in the following ways:
Page 1 is a Spanish text and a "badly translated" English version. Pupils must compare both versions. They highlight the mistakes on the English on and correct them. There are 25 mistakes to find.
Page 2 offers a gap fill activity which is subsequently used to do the bad translation. Page 3 contains the gapped words which can be offered for differentiation purposes.
Page 4 is the answer key. The green words are the words used in the gap fill. The yellow words are the badly translated English words.
I find this kind of task can engage even the most reluctant of learners. Also helps to make it competitive.
Please find a paired speaking activity for MFL. The template is for French and Spanish but could be edited for any language.
Pupils work in pairs to answer questions. Each person has a set of different vocab on a topic. They take it in turns to ask each other what a word/phrase means (start with TL to English then switch).
Sample vocabulary is included for sake of completeness.
If a player gets a question wrong they must go back to the start. The person asking the question must say why it was wrong and what the correct answer is.
This is a reading activity about musical instruments.
There are five people who play two instruments each. In exercise one, pupils are to read the sentence and then say who that sentence matches.
In exercise 2, pupils are to say whether the sentences are true or false.
In the final exercise, pupils can consult the dictionary to find five other instruments which are not covered in the class vocabulary.
Included is the original Microsoft Publisher file in case you want to make any changes in line with the vocab you plan to cover. There is also a PDF version which means you will git the sheet printed just how it should be with no editing required.
***Updated file 17/11/15***
I changed the PowerPoint to not let the slides for the games advance on a mouse-click - this should ensure that the slides only advance by pressing an answer.
The previous version missed out the picture for "abuelo" in the true or false game.
Here is a PowerPoint with members of the family in Spanish.
The members of the family included are: madre, padre, hermano, hermana, abuelo, abuela, tío, tía, primo and prima.
The PowerPoint includes interactive games as well with audio.
The images for the PowerPoint were taken from: http://www.teachchildrenesl.com/flashcards/family/
Leave a rating or a comment to let me know if you have found this resource useful :)
Here is a booklet I compiled to help my students practise adjective agreement and talk about TV programmes.
The translation activity is differentiated to allow high ability pupils to push themselves in terms of opinion phrases.
By then end they were able to form opinions of TV shows using the correct adjective agreement.
This is an interactive version for ActivInspire based on the idea by Joshua James (https://www.facebook.com/joshua.j.neville/videos/10155522600975866/)
To use this resource you need to change the names to suit your class.
In class, ask the pupils a question and if the person you choose gives a right answer, then drag his/her name into one of the squares. Ask another question and repeat. Once all four boxes have names, the next pupil with a correct answer can kick someone else out. You can delete a name by simply tapping/clicking it.
Hope that’s clear!