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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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Partenaire A

lire

Translate these sentences. Then say them to your partner. Your partner must understand what you say, so take care.

He studies _____________________ 5) They (f) eat ____________________

They (m) play __________________ 6) He wears _______________________

They (m) sing __________________ 7) She gives _______________________

She listens ______________________ 8) They (f) walk ____________________

parler / écrire

7.1.2.6

Timing: 12 minutes (to model, conduct and give feedback on the activity: 9 slides)

Aim: to practise receptive and productive knowledge of third person singular and plural of –er verbs in present tense.

Procedure:

Each student receives a set of 8 sentences plus a picture response sheet for use when listening.
Students take around four minutes to write the French for their set of 8 verbs. At this point, teachers should circulate to check for written accuracy.
Once each pair have written their sentences, they then take it in turns to say their sentences to their partner.
The listener ticks the correct image on their response sheet, writing the verb form underneath the picture.
Partners should compare immediately after each item, rather than waiting until the end of the whole activity (students would have to find a way of keeping their forthcoming answers covered up, with an ex. book, sheet of paper etc.), This would make the feedback immediate to help strengthen the link between pronunciation, verb form and meaning.

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Partenaire B

lire

parler / écrire

Translate these sentences. Then say them to your partner. Your partner must understand what you say, so take care.

They (f) sing __________________ 5) She studies _____________________

He listens _____________________ 6) She wears ______________________

They (m) eat _________________ 7) They (m) give ___________________

4) They (f) play __________________ 8) He walks ________________________

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Partenaire B

lire

Listen to your partner, tick the correct picture, write the French then compare:

1) 5)

2) 6)

3) 7)

4) 8)

écouter / écrire

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Partenaire A

Listen to your partner, tick the correct picture, write the French then compare:

1) 5)

2) 6)

3) 7)

4) 8)

écouter / écrire

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Exemple :

1)

Partenaire A

Partenaire B

eg)

She listens

______________

__Elle écoute__

elle écoute

écouter / écrire

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Exemple :

eg)

They (m) sing

_______________

ils chantent

1)

Partenaire A

Partenaire B

ils chantent

parler / écrire

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Réponses B :

Listen to your partner, tick the correct picture, write the French then compare:

1) 5)

2) 6)

3) 7)

4) 8)

écouter / écrire

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Réponses A :

Listen to your partner, tick the correct picture, write the French then compare:

1) 5)

2) 6)

3) 7)

4) 8)

écouter / écrire

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Réponses :

He studies _____________________
They (m) play __________________
They (m) sing __________________
She listens _____________________
They (f) eat _____________________
He wears ______________________
She gives ______________________
They (f) walk ___________________

Partenaire A

Partenaire B

il étudie

ils jouent

ils chantent

elle écoute

elles mangent

il porte

elle donne

elles marchent

They (f) sing ___________________
He listens _____________________
They (m) eat __________________
They (f) play___________________
She studies ____________________
She wears _____________________
They (m) give __________________
He walks ______________________

parler / écrire

elles chantent

il écoute

ils mangent

elles jouent

elle étudie

elle porte

ils donnent

il marche

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Qui fait quoi ?

parler / écouter / écrire

The dog plays outside.
The teachers speak English.
The girls eat at school.
The dogs play in the sand.
The girl eats lunch.
The teacher speaks French.

Parternaire B

Translate these sentences into French:

Listen to your partner. Who does what?

Write the English under the correct image.

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Partenaire A

plays outside

Le chien joue dehors.

play in the sand

Les chiens jouent dans le sable.

eat at school

Les filles mangent à l’école.

eat at home

La fille mange à la maison.

speaks French

Le professeur parle français.

speak English

Les professeurs parlent anglais.

Partenaire B

studies history

Le garçon étudie l’histoire.

study at home

Les garçons étudient à la masion.

prepare lunch

Les mères préparent le déjeuner.

prepares the fruit

La mère prépare le fruit.

listen to the radio

Les médecins écoutent la radio.

Le médecin écoute la fille.

listens to the girl

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Vocabulaire

parler

Say there are these things il y a ...	Write here what your partner says there is
1)	1)

Il y a quoi? Parle en français. Écris en anglais!

Partenaire A

Exemple:

a computer

Il y a un ordinateur.

Partenaire B

Say there are these things il y a ...	Write here what your partner says there is
1)	1)

a computer

Partner B écrit…

Il y a un garçon.

a boy

Partner A écrit…

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Réponses - Partenaire A

Say there are these things il y a ...	Write here what your partner says there is
1)	1)
2)	2)
3)	3)
4)	4)
5)	5)
6)	6)
7)	7)
8)	8)

parler

a computer

a house

twelve cars

five boys

three shops

ten men

two people

four girls

Il y a quoi? Parle en français. Écris en anglais!

a boy

four cars

two girls

seven computers

nine people

five shops

a window

two houses

what Partner B said

un garçon

quatre voitures

deux filles

sept ordinateurs

neuf personnes

cinq magasins

a window

deux maisons

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Réponses - Partenaire A

parler

Say there are these things il y a ...	Write here what your partner says there is
1)	1)
2)	2)
3)	3)
4)	4)
5)	5)
6)	6)
7)	7)
8)	8)

Il y a quoi? Parle en français. Écris en anglais!

a computer

a house

twelve cars

five boys

three shops

ten men

two people

four girls

what Partner A said

un ordinateur

une maison

douze voitures

cinq garçons

trois magasins

dix hommes

deux personnes

quatre filles

a boy

two houses

four cars

seven computers

five shops

a window

nine people

two girls

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Je suis quoi?

écouter / parler (1/2)

Je fais mes devoirs et je travaille bien en classe. Je suis quoi?

Non … c’est un adjectif.

Tu es … tu es une école?

Ah, ah! Tu es sage !

Oui, c’est ça! Je suis sage !

Remember!

le, la, les the

un, une, des – a

7.2.2.1 (6 slides)

This example slide prepares students for the vocabulary revisit task that follows.

1/ Students read Amir’s question and try to think of a suitable answer. They may guess étudiant(e), intelligent(e) etc.

2/ Teacher brings up a possible answer, une école, and the partial sentence ‘___ ___ une école?’ Teacher to point to the use of the indefinite article, here. It sounds more natural to ask ‘Are you a school?’ than ‘Are you the school?’ Students may need a reminder about changing from definite to indefinite article before they begin.

3/ Ask students to guess the missing words. They may need a reminder about the conjugation of être.

4/ Reveal answer on click.

5/ Bring up the third speech bubble. Draw attention to the French interjection ‘ah, ah !’

6/ Bring up solution. Check understanding of ‘c’est ça !’

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Je suis quoi?

le frère

le parent

demander

strict(e)

l’école

la sœur

normalement

sage

rester à la maison

la raison

l’exemple

montrer

que

parler

jeune

ouvert(e)

penser

écouter / parler (1/2)

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Je suis quoi? (réponses)

écouter / parler

Je suis un enfant et je suis une fille. Je suis quoi? �Je suis ... une sœur!

Je suis un modèle. Je suis quoi? �Je suis ... un exemple!

J’ai quatre enfants. Je suis quoi? �Je suis ... un parent!�
J’aime les règles. Je suis quoi? �Je suis ... strict(e)!

Il y a des ordinateurs, des professeurs et un tableau ici. Je suis quoi? �Je suis ... une école!

Remember!

If you are a female person, add an –e to the adjective.

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Je fais quoi?

Je trouve une solution !

Je fais quoi?

Tu penses?

Oui, c’est ça ! Je pense !

écouter / parler (2/2)

___ ___

Je trouve une solution ! – I’m finding a solution! Je fais quoi? What am I doing?

Tu penses? – Are you thinking? Je pense. – I’m thinking.

All verbs are in the present continuous because the actions are happening now.

_____________________________

Remember!

The verb ends in –e when talking about yourself …

And in –es when talking to someone else

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Je fais quoi?

le frère

le parent

demander

strict(e)

l’école

la sœur

normalement

sage

la raison

l’exemple

montrer

que

parler

jeune

ouvert(e)

penser

écouter / parler (2/2)

rester à la maison

Vocabulary revisit using the Je fais quoi? role cards, which can be found on the portal alongside this resource.

Here, Partner B reads the sentences on their role card. Partner A listens and answers ‘Tu …’ followed by one of the verbs on the board in the second person singular.

Before beginning the activity, the teacher should check that students are comfortable with verb forms in the first and second person singular.

Prompts (Partenaire B)

1) J’ai une question pour le professeur. Je fais quoi? (demander -> je demande)

2) Je suis en conversation avec mes amis. Je fais quoi? (parler -> je parle)

3) J’ai une idée ! Je fais quoi? (penser -> je pense)

4) Je suis dans mon lit en ce moment. Je fais quoi? (rester à la maison -> reste à la maison)

5) Je donne une photo à Paul. Je fais quoi? (montrer -> montre)

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Je fais quoi? (réponses)

J’ai une question pour le professeur. Je fais quoi? �Je ... demande!

Je suis en conversation avec mes amis. Je fais quoi? �Je... parle!

J’ai une idée ! Je fais quoi? �Je... pense!�
Je suis dans mon lit en ce moment. Je fais quoi? �Je ... reste à la maison!

Je donne une photo à Paul. Je fais quoi? �Je ... montre!

écouter / parler (2/2)

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Qui va où ?

Use the pictures to make up a sentence about where he (il) or she (elle) is going, or they (il/elle) are going. Say the sentence to your partner, who has to translate it into English. Swap roles. Repeat four times.

Qui va où ? Partenaire A & B

ils

elles

il

elle

Léa’s

Amir’s

Qui va où ?

parler

Partenaire A & B

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Qui va où ?

Use the pictures to make up six sentences: two about where he (il) is going, two about where she (elle) is going, and two about where they (ils/elles) are going. Write the sentences down and give them to your partner, who has to write them in English.

Do the same for your partner’s sentences.

Qui va où ?

ils

elles

il

elle

Léa’s

Amir’s

Qui va où ?

écrire

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Vrai ou faux ?

		oui / non	vrai / faux
1)	__________: tu es content(e) aujourd’hui.
2)	__________: tu as un animal.
3)	__________: tu aimes la couleur rouge.
4)	__________: tu regardes un film le week-end.
5)	__________: tu écoutes la musique rock.
6)	__________: tu chantes bien.
7)	__________: tu manges un fruit chaque jour.
8)	__________: tu marches à l’école.

Vrai ou faux ?

parler

7.3.1.1

Timing: 10 minutes

Aim: Oral production and aural comprehension of questions and answers.

Procedure:

In this speaking activity, students have to guess each others’ answers to a set of questions, then ask them the question to find out if their guess was correct.
The questions can be written out before speaking if the group would benefit from the extra support and processing time.
This could be done in several ways:

In groups (ideally of 8): students write 1-8 and the name of a different group member for each statement, and predict their answer by writing ‘oui’ / ‘non’. They then take turns to ask each other the questions, marking ‘vrai’ if their guess was correct and ‘faux’ if not. One point for each correct guess.
In pairs: students simply guess their partner’s answer to each question and ask each other the questions to check.

4. The next slide includes a more challenging version of this task, where the statements are written in the 3^rd person, so students must change the verb form as well as the word order – delete as necessary.

Frequency rankings (1 is the most frequent word in French):

musique [1139], week-end [2475], rock [4081]

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

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Habiter à Alger

Amir écrit à Abdel. Lis la réponse d’Abdel. Amir dit quoi ? Écris les questions.

>> RE : Habiter à Alger, c’est comment ?

Salut Amir,

Oui, [1] j’aime habiter à Alger ! [2] J’aime étudier à l’université, et [3] j’aime mes professeurs. Souvent, [4] je parle français en classe. [5] Je travaille aussi, et [6] je sors chaque week-end. [7] Oui, j’aime devenir adulte. Rarement, [8] je vais à l’étranger. [9] Je prends la voiture. [10] Je reviens en France, mais c’est cher !

Abdel

Objet : Habiter à Alger, c’est comment ?

Salut Abdel,

[1] Aimes-tu habiter à Alger ?

[2] Aimes-tu étudier à l’université ?

[3] Aimes-tu tes professeurs ?

[4] Parles-tu français en classe ?

[5] Travailles-tu aussi ?

[6] Sors-tu chaque week-end ?

[7] Aimes-tu devenir adulte ?

[8] Vas-tu à l’étranger ?

[9] Prends-tu la voiture?

[10] Reviens-tu en France ?

Habiter à Alger

écrire

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Qui fait quoi ?

Coco Chanel

Didier Drogba

Victor Hugo

Céline Dion

Jean-Jacques

Rousseau

Marion Cotillard

Marie Curie

Stromae

Fais des questions avec:

être

venir

habiter

travailler

aimer

créer

changer

gagner

jouer

écrire

étudier

chanter

parler

…

Exemple

Coco Chanel est-elle française ?

Qui fait quoi ?

écouter / parler

7.3.1.2

Timing: 8 minutes

Aim: Oral production of subject repetition in inversion questions

Procedure:

Students ask yes/no questions in the 3^rd person to try and recall as many facts as possible about the figures.
Having printed the bios single-sided (see 7.2.2.5 resource), distribute page 1 (the top row on this slide) to Partner A, and page 2 (the bottom row on this slide) to Partner B. Partner A asks a yes/no question about one of Partner B’s famous francophones. Partner B responds ‘oui’ if the question matches the information in the bio, or ‘non’ if it contradicts the bio, or if the information is not given in the bio. Swap roles after each question, moving onto a different celebrity each time. Each correct guess gets 1 point.
The level of difficulty can be varied according to the needs of the class, eg:

Students work purely from guesswork / their memory of the figures from 7.2.2.5.
Students have a limited amount of time to read the other partner’s bios (without taking notes) before the questioning stage.
Students have a limited amount of time to read the bios and take notes before the questioning stage.

4. The questioning stage could also be carried out in different ways, eg:

In groups, with two or more students sharing the ‘Partner A’ / ‘Partner B’ role.
In teams, with teams of students asking questions to the teacher and competing for points.
As a class, with all students asking questions to the teacher, non-competitively, to recall as much information as possible.

Images from: https://fr.wikipedia.org/

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Elle est comment? Il est comment?

Student A: Dis une description de l’artiste.

Exemples :

✔ + manger des carottes 🡪 Elle mange des carottes.

🗶 + regarder la télé 🡪 Elle ne regarde pas la télé.

Student B: Ecoute, coche (✔) et écris la description. Exemples :

✔ + manger des carottes 🡪 Elle mange des carottes.

🗶 + regarder la télé 🡪 Elle ne regarde pas la télé.


1.	manger des carottes	✔		Elle mange des carottes.
2.	regarder la télé		✔	Elle ne regarde pas la télé.

_________________________

Il/Elle est comment ?

écrire / parler / écouter

7.3.1.4

In-class version (NB: a home-learning version of this activity can be found on slides 51-52).

Timing: 10 minutes

Aim: Oral production and aural comprehension of affirmative and negative sentences.

Procedure:

1. Print copies of the accompanying worksheet for this task, which can be found on the portal alongside this resource. Print once, cut widthways. Contents = two grids for describing, two grids for asking/writing. One top grid and one bottom grid for each student.

2. Student A says the appropriate positive or negative sentence in the 3^rd person singular from the cues/phrases in the infinitive. Teacher can use this slide to practise eliciting sentences from a positive and negative prompt.

3. Student B listens, and ticks the correct information (i.e. puts a ✔ for affirmative and a 🗶 for negative statements) and transcribes what Student A says. At more advanced levels, student B can transcribe the sentence in full.�4. Continue until all phrases are completed.

5. Swap roles.

6. Peer-correct answers.

7. Teacher displays whole sentence for whole class correction.

Word frequency of cognates used (1 is the most frequent word in French): �sexisme [>5000]

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

Disclaimer: all facts true to our knowledge, source: Wikipedia.fr

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Elle est comment? Il est comment?

Il est chanteur.
Il chante le rap.
Il n’est pas jeune.
Il parle français.
Il n’est pas français.
Il n’habite pas à Londres.
Il habite à Paris.
Il écoute Eminem.
Il crée des vêtements.

Angèle

Gims

Elle est chanteuse.
Elle n’est pas française.
Elle vient de l’étranger.
Elle a un frère.
Elle est sur Instagram.
Elle n’aime pas le sexisme.
Elle travaille en France.
Elle est jeune.
Elle ne chante pas en Angleterre.

Il/Elle est comment ?

écouter / parler

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Elle est comment? Il est comment?

Avec la liste de verbes, dis une description de l’artiste.

Exemples :

✔ + manger des carottes 🡪 Elle mange des carottes.

🗶 + regarder la télé 🡪 Elle ne regarde pas la télé.

Elle est chanteuse.
Elle n’est pas française.
Elle vient de l’étranger.
Elle a un frère.
Elle est sur Instagram.
Elle n’aime pas le sexisme.
Elle travaille en France.
Elle est jeune.
Elle ne chante pas en Angleterre.

Check your pronunciation by clicking on the arrows.

✔ être chanteuse
🗶 être française
✔ venir de l’étranger
✔ avoir un frère
✔ être sur Instagram
🗶 aimer le sexisme
✔ travailler en France
✔ être jeune
🗶 chanter en Angleterre

Elle ne chante pas en Angleterre

Il/Elle est comment ?

parler

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Parlez en français!

[easy subject]

Écoute ton/ta partenaire. Coche la description correcte ou écris la description en anglais.

Use the correct form of the adjective in French (masculine/feminine) in the correct position (before/after the noun).

e.g. C’est une matière facile.

Parlez en français !

écouter / parler

7.3.1.6

Timing: 10 minutes for 6 slides

Aim: Oral and written production of sentences containing pre- and post-nominal adjectives in masculine and feminine forms.

Procedure:

1. Print and distribute the role cards and answer grids, available as a separate document on the NCELP Resource Portal. NB: The more challenging version removes the noun and adjective prompts from the answer grid.

2. Use this slide to model the speaking task.

3. Explain that students will take turns to describe what is in each box on their role card. The listening students ticks (or sketches/describes in words, if using the more challenging version) what they imagine the box to contain on their response sheet.

4. Peer-correction by comparing answer sheets.

5. Students use the notes they have taken to write full sentences about what appears on their partners’ cards. Suggested answers are displayed on the following slides.

N.B. in this task it has been impossible to make the grammar, in terms of the position of the adjective, task-essential (i.e. students can put the adjective before or after the noun and meanings will still be successfully conveyed). Teachers should circulate and listen in, offering feedback to prompt students to correct their adjectival placement as necessary.

Word frequency of cognates used in task instructions (1 is the most frequent word in French): �description [2779], correct [2617]

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

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Parlez en français!

[good question]

[new building]

[funny teacher]

[intelligent girl]

[beautiful idea]

[interesting subject]

A

Hahaha

1

2

3

4

5

6

Parlez en français ! (A)

parler

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Parlez en français!

[funny question]

[beautiful building]

[interesting teacher]

[new girl]

[intelligent idea]

[good subject]

B

1

2

3

4

5

6

Parlez en français ! (B)

parler

Hahaha

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Veux-tu faire ça?

Tu veux faire une activité avec un(e) ami(e). Va-t-il / va-t-elle dire oui ou non ?

Fais des questions et donne des réponses avec un(e) partenaire.

Exemple 1:

A: Veux-tu regarder la télé ensemble ?

B: Oui, je veux regarder la télé ensemble !

Exemple 2:

A: Veux-tu regarder la télé ensemble ?

B: Peut-être… Tu dois encore demander demain !

Exemple 3:

A: Veux-tu regarder la télé ensemble ?

B: Désolé(e), je ne veux pas regarder la télé. Je dois faire le ménage !

🡪 2 points

🡪 1 point

🡪 0 points

Questions

Réponses

Partenaire A

Partenaire B

parler / écouter

7.3.2.6

NB: This is the in-class version (a self-study version of this activity can be found on the following slide).

NB: A less challenging, structured speaking exercise can be found on slides 43-44.

Timing: 8 minutes

Aim: This paired speaking activity consolidates the lesson’s work on modal verbs in questions and negative sentences, in the context of making, accepting and refusing invitations.

Procedure:

1/ Print cards and divide into two piles: questions / answers. Shuffle each pile and place face down.

2/ Partner A takes a question card and asks a question using vouloir + the verb phrase on the prompt.

3/ Partner B takes an answer card. If "oui", reply using vouloir + verb phrase from the question. If "peut-être", reply using devoir + verb phrase on the prompt. If "désolé(e)", reply using ne pas vouloir + verb phrase from the question, followed by devoir + verb phrase on the prompt (see examples on the slide). In other words, oui cards contain an acceptance, peut-être cards contain a condition, désolé(e) cards contain a rejection and an excuse.

4/ Partner B gives the answer card to Partner A. They swap roles.

5/ At the end, each partner tallies up the marks from the answer cards they have been given: oui (2 points), peut-être (1 point) and désolé(e) (0 points). The partner with the most points (ie the most acceptances) wins!

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Veux-tu faire ça?

Tu veux faire une activité avec un(e) ami(e). Va-t-il / va-t-elle dire oui ou non ?

Écoute ton/ta partenaire. Fais des questions (Q) et donne des réponses (R).

Exemple 1:

A: Veux-tu regarder la télé ensemble ?

B: Oui, je veux regarder la télé ensemble !

Exemple 2:

A: Veux-tu regarder la télé ensemble ?

B: Peut-être… Tu dois demander encore demain !

Exemple 3:

A: Veux-tu regarder la télé ensemble ?

B: Désolé(e), je ne veux pas regarder la télé. Je dois faire le ménage !

parler / écouter