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Examples

Interpreting tasks (speaking)

production

Examples

7.1.1.1

Speaking activity

Timing: 10 minutes

Aim: to use sentences with ‘estoy’ and ‘está’ in oral production

Procedure:

See separate set of cards (word doc)��Students play the game as described below:

1 Separate the cards into two piles – verbs and cities.

2 Partner A picks a verb and then a city, says the Spanish sentence.�3 Partner B translates into English. �4 Players then swap roles. �If pairs time themselves, they can then repeat the activity to see how quickly they can complete all the sentences and translations. With each new game, different sentences will be generated.

Note: Students could make these cards themselves i.e. fold A4 paper so it makes 12 rectangles - write 'I' x 3, he/she x 3, (this will be a cue/prompt to recall the correct verb in Spanish), then 6 cities that they remember. �They could all do this so that they have 24 playing cards in total, when put together. This is good practice for spelling / memory / sounding out city names as they write them.�

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C’est qui ?

A: Est-ce que c’est un garçon ?

Jacques

B: Oui, c’est un garçon.

A: Est-ce qu’il est grand ?

B: Oui, il est grand.

A: Est-ce qu’il a un fruit ?

B: Non, il a un chien !

A: Est-ce que c’est Jacques ?

B: Oui, c’est Jacques !

Exemple:

parler

8.1.1.2

Timing: 7 minutes

Aim: To practise production (spoken modality) of questions using est-ce que and 3^rd person singular forms of avoir and être, in the context of a ‘guess who’ game. The slide following this one should be displayed during the activity.

Procedure:

1. Student B selects a character, without revealing their identity.

2. Student A asks a question such as that shown in the example on this slide. By asking questions about whether the character is a girl/boy, is big/small and has a dog/fruit or not, student a can try to home in on the identity of the chosen character.

3 Student B responds to the question.

4. Continue until the character is guessed correctly (N.B. students must ask at least 3 questions before making a guess, and cannot guess twice in a row).

5. Swap roles and play again.

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Hélène

Jacques

Chantale

Max

Laetitia

Pierre

Sophie

Raoul

Maria

Hakim

Chloë

Jean

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C’est à vous !

Travaille avec un(e) partenaire.

Écoute et parle.

C’est quelle lettre?

écouter / parler

C’est qui ?

A

B

C

D

E

F

G

H

hard-working

careful

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On célèbre comment ?

parler

à Pâques (Easter)
à Noël (Christmas)
au nouvel an (New Year)
à Halloween
à son anniversaire (birthday)
à la fin du semestre �(end of term)

jouer
manger
célébrer
porter
regarder
chanter

ensemble

le feu d’artifice* = firework

les jeux de société* = board games

des chocolats

des costumes

beaucoup

des feux d’artifice*

la parade

la télé

des vêtements rouges

des jeux de société*

des films

des fruits

dehors

du jazz

des personnes

8.1.1.5

Timing: 10 minutes

Aim: Oral production of sentences with on + verb in 3^rd person singular to talk about what people in general do to celebrate.

Procedure:

1. Students take turns to roll two dice. The first roll determines the festival they must describe, and the second determines the verb they must use.

2. Students form a sentence with on, and finish it with one of the words on the right (or another appropriate noun or adjective).

e.g. 1 - à Pâques … 2 - on mange … des chocolats/ensemble/

Word frequency of unknown words used (1 is the most frequent word in French): �feu [786], artifice [>5000], jeu [291], société [295], fin [111]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates used (1 is the most frequent word in French): �jazz [>5000], parade [>5000], chocolat [4556], costume [4419]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Dis le français !


1. I’m staying in my house.	2. Everyone is on their bridge.	3. He’s going to his church.

4. She’s working in her garden	5. We’re behind our buildings.	6. You’re singing on your boat.

parler

1. Je reste dans ma maison.

2. Chacun est sur son pont.

3. Il va à son église.

4. Elle travaille dans son jardin.

5. Nous sommes derrière nos bâtiments.

6. Tu chantes sur ton bateau.

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Jeu des différences (1/3)

écrire

Regarde les deux photos. Utilise les expressions « il y a » et « il y avait » pour faire des comparaisons.

« Il y avait une fenêtre dans le passé, mais il y a deux fenêtres maintenant »

« Il y avait une radio dans le passé, et il y a une radio aujourd’hui »

dans le passé

aujourd’hui

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Jeu des différences (2/3)

écrire

dans le passé

aujourd’hui

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Jeu des différences (3/3)

écrire

dans le passé

aujourd’hui

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En ville

parler

Natalie et Kirsten vont en ville. Elles parlent avec des personnes. Que demandent-ils ?

M. Dupont,

le policier

aider / qui

1

Marine,

9 ans

sortir /

seule

Omar,

14 ans

jouer / à / la / pétanque

Mme Petit,

la pâtissière

avoir / des croissants

Mme Martin

la dentiste

manger / des bonbons

Stéphane,

12 ans

savoir / chanter

Sara et Jean,

10 ans

venir / au parc

Daphné,

15 ans

être / dans / une équipe

Émilie,

13 ans

habiter /

où

Mme. Dubois

55 ans

venir / de / Nice

M. Robert,

le serveur

partir / au travail / quand

M. Michel

le vétérinaire

sortir / le / chien /

2

3

4

5

6

7

8

9

10

11

12

8.2.1.6

Timing: 10 minutes

Aim: oral production of questions with formal and informal ‘you’.

Procedure:

1. Check students understand which form of address they need to use for whom. Remind them of the full forms of M. / Mme.

2. Students tear a piece of paper into 12 and write numbers 1-12 on each. They then fold the pieces so the numbers are hidden.

3. Students take turns to choose a piece of paper form a question using the prompts (person bios and word sets) indicated by that number. At more advanced levels, students should be encouraged to alternate between question forms – intonation and est-ce que for informal address; inversion for formal address.

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À vous tous de parler !

écrire / parler

1. Je / traduire / le programme

2. Amir / lire / le livre français

3. Noura / dire / bonjour au chat

4. Tu / lire / les informations

1. Amir / traduire / la conversation

2. Tu / lire / le programme

3. Je / traduire / le message

4. Noura / dire / au revoir à Amir

1. Je traduis le programme.

2. Amir lit le livre français.

3. Noura dit bonjour au chat.

4. Tu lis les informations.

1. Amir traduit la conversation.

2. Tu lis le programme.

3. Je traduis le message.

4. Noura dit au revoir à Amir.

8.3.1.5

Timing: 7 minutes

Aim: Spoken production of sentences containing verbs like lire in the singular form. Transcription.

Procedure:

1. Partner B turns to face away from the board where this slide is being displayed.

2. Click to bring up the first selection of four items (in blue). These are for Partner A. The subject, verb and object are indicated for each item.

3. Partner A produces the appropriate sentence in French for each item.

4. Partner B writes down the sentence that they hear, paying particular attention to the spelling of the verb.

5. Students swap roles so that Partner A now faces away from the board and Partner B says the next set of four items. which appear on the next click of the mouse (in orange).

6. Partner A writes down the sentence that they hear, paying particular attention to the spelling of the verb.

7. Click to reveal answers one by one. Both partners check their answers.

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Complète la phrase !

parler

0	I’m describing the whole	culture	schedule

Je décris toute …

… la culture

Partenaire A commence* la phrase. Il/elle ne dit pas l’article !

Puis, Partenaire B finit la phrase avec le bon nom.

8.3.1.5

Timing: 5 minutes

Aim: Oral production of sentences containing forms of tout and singular forms of verbs like lire and écrire.

Procedure:

1. Use this slide to model the task. On a click, the beginning of the sentence appears. Ask students what the end of the sentence must be, using the form of tout to inform their choices.

2. Print and distribute the role cards found on slides 51-52 (print 4 per page). Partner A starts the sentences, finishing with the form of tout (before the definite article).

3. Partner B finishes the sentences using the noun indicated by the form of tout. Remind them that they need to say the article, too, as it comes directly after tout.

4. Partners swap roles after four sentences.

5. Model answers are provided on slide 53.

Word frequency (1 is the most frequent word in French):

commencer [139]; compléter [2034], article [604]�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Partenaire A

5
6
7
8

1	I am describing (the) whole	Spain
2	He is writing (the) whole	the newspaper
3	She is translating all	the information
4	You read all	the conversations

parler

Begin sentences 1-4. Don’t say ‘the’!

Complete sentences 5-8.

story

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Partenaire B

5	I’m reading (the) whole	the book
6	He’s reading (the) whole	the story
7	She’s describing all	the products
8	You are translating (the) whole	the menu

1
2
3
4

parler

Complete sentences 1-4.

Begin sentences 5-8. Don’t say ‘the’!

story

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Complète la phrase !

parler

1	Je décris toute l’Espagne.
2	Il écrit tout le journal.
3	Elle traduit toutes les informations.
4	Tu lis toutes les conversations.

5	Je lis tout le livre.
6	Il dit toute la vérité.
7	Elle décrit tous les produits.
8	Tu traduis toute la carte.

story

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Phonétique

Charles va chez Thérèse chaque dimanche.

Personne A lit la phrase. �Personne B coche chaque fois qu’il/elle entend [th, [ch] ou [qu].

	th	ch	qu	en anglais
1				Charles goes to Thérèse’s place every Sunday.
2
3
4

écouter / écrire

1

2

3

8.3.2.5

Timing: 8 minutes. This is slide 1/7.

Aim: Oral production and aural recognition of SSCs [th], [ch], [qu].

Procedure:

1. Students prepare for the activity by sketching the grid pictured on this slide. Use the sentence on this slide as an example to model steps 2-6 below.

2. Students work in pairs. Student A faces the board. Student B turns away.

3. Student A reads the sentence from the board. Student B has their back to the board and ticks the SSCs they hear.

4. Student B turns back to the board to check the answer, revealed on clicks.

5. Students use their knowledge of cognates to guess the English meaning of the sentence, revealed on a further click. At more advanced levels, the listening student could try to do this as part of step 3.

6. Both students practice saying the sentences at increasing speeds to increase fluency of production. Click on the numbers 1-3 to hear the sentences read aloud at different speeds. Students listen and repeat.

7. Repeat steps 2-7 for the remaining sentences.

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Phonétique

Michel le mammouth explique qu’il vient de Belgique.

écouter / écrire

Michel the mammoth explains that he comes from Belgium.

1

2

3

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Phonétique

Frédérique choisit la musique catholique.

écouter / écrire

Frédérique chooses Catholic music.

1

2

3

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Phonétique

Les quatre chats sympathiques cherchent quatre chaises chaudes.

écouter / écrire

The four nice cats are looking for four warm chairs.

1

2

3

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Phonétique

Les dimanches, Agathe va au théâtre, aux champs, et à la bibliothèque.

écouter / écrire

On Sundays, Agathe goes to the theatre, to the fields, and to the library.

1

2

3

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Phonétique

Le chef fait des recherches sur le thé à la menthe.

écouter / écrire

The boss is doing research on mint tea.

1

2

3

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Phonétique

Dominique a des questions sur les méthodes chinoises de maths.

écouter / écrire

Dominique has some questions about Chinese maths methods.

1

2

3