The activities in the clips form one Welsh Second Language lesson with the aim
of introducing complex sentences while, at the same time, revising knowledge of
complex sentences in English. However, all the activities can be adapted and
used separately.
All activities address the LNF by transferring and applying English literacy
skills in Welsh.
Clip: Language Awareness Game
General
The teacher uses French language triple literacy posters
Introduction
to investigate similarities and differences across
languages. The pupils are asked to find cognates (e.g.
proper nouns, numbers etc. in the three languages.) The
focus was decided by the teacher to revise concepts in
English and Welsh literacy. The pupils play at being
‘language detectives’. The pupils have to explain their
thinking thereby identifying links across the languages.
Aims
To find similarities and differences across languages.
To revise proper nouns and capital letters.
To investigate numbers in Welsh and French.
Details of
No preparatory work was necessary. Pupils had some
preparatory work knowledge of grammar vocabulary.
Follow-up activities
 Any literacy focus can be chosen. The activity is
extremely adaptable.
 Spanish triple literacy posters are also available to
use. Other languages could be used to create
cognate activities.
Resources
 Triple literacy language posters – French and
Spanish.
 ‘Mystery words’ example sheet.
 A numbers cognate sheet has been included along
with a clip of pupils in Spain using them. (A mental
maths loop game in Spanish has also been included.)
Clip: Extending Sentences
General
The teacher revises understanding of a simple sentence in
Introduction
English, identifying subject, verb and object. This
knowledge is used to construct a simple sentence in Welsh
as a class. Children were asked to ‘Pimp the Sentence’ by
extending it in some way. There is a discussion of the
‘pimped’ sentences identifying use of conjunction,
prepositions and adjectives used.
Aims
To use prepositions, conjunctions and adjectives to extend
simple sentences in Welsh.
Details of
Work has already been done in English lessons looking at
preparatory work simple, compound and complex sentences. The grammar
vocabulary (Agreed on by the whole school) has been used
and reinforced on a regular basis so that the children are
comfortable using it. In previous Welsh lessons
conjunctions and prepositions have been identified.
Follow-up activities
 This activity can be used in any language studied.
 NAVA (Noun, adjective, verb and adverb) can be
used to identify parts of sentences. Sentences in
three languages are displayed (In the example it is
English, Welsh and Spanish.) The teacher identifies
a word in one of the three sentences and asks the
children to decide on whether the word is a noun,
adjective, verb or adverb. Pupils can do this
individually or as a pair. They show the
corresponding card. Pupils are asked to justify their
choices. This can be used to draw similarities
between languages. For example, in the example
Spanish sentence the word ‘tranquila’ was identified
as being an adjective because it came after the noun
as in Welsh and because it was like the English word
tranquil which means peaceful. The game can be used
to draw out any language features in any of the
target languages, as in the cognates activities. (A
word class cognate activity was completed by the
pupils before playing this game the first time.)
Resources
 NAVA cards
 NAVA sentence examples
 Word class cognates
Clip: Further strategies to extend sentences – ‘Pimp your language’
General
The pupils further extend sentences. There are 3 simple
Introduction
sentences and 3 compound sentences around the classroom.
The pupils have to ‘collect’ the simple sentences and then
‘pimp them up’ to make them more interesting and
extended. Examples are shared and discussed. The teacher
focuses on the placement of adjectives in English and
Welsh. The activity is repeated for compound sentences.
Aims
To revise simple and compound sentences.
To extend sentences in Welsh.
Details of
Work has already been done in English lessons looking at
preparatory work simple, compound and complex sentences. The grammar
vocabulary (Agreed on by the whole school) has been used
and reinforced on a regular basis so that the children are
comfortable using it. In previous Welsh lessons
conjunctions and prepositions have been identified.
Follow-up activities
 Leads to discussion about sentence structure and
grammar.
 See ‘Extending sentences’.
Resources
Clip: Complex Sentence Dominoes
General
The teacher briefly revises complex sentence work
Introduction
completed in English lessons paying particular attention to
subordinating conjunctions. Pupils are then given
English/Welsh complex sentence dominoes. By looking for
parts of the sentences they recognise, the pupils match
the dominoes. They then collect the Welsh subordinating
conjunctions.
Aims
To revise complex sentences in English.
To investigate subordinating conjunctions in Welsh.
Details of
Pupils had previously worked on complex sentences in
preparatory work literacy lessons. They have some good understanding of
clauses and recognise subordinating conjunctions in English.
The pupils recognise some of the Welsh language used in
the dominoes although not all.
Follow-up activities
 Pupils practised using ‘Pan’ as a subordinating
conjunction using the complex sentence partner
cards. Each pupil is given a card with either a main
clause or subordinate clause. Pupils move around the
classroom reading their card aloud to others until
they find a suitable match.
 The dominoes activity can be used to introduce and
collect new vocabulary in Welsh or Modern Foreign
Languages.
Resources
 Complex sentence dominoes.

Complex sentence partner cards
Clip: Reading Card Game
General
Pupils are split into groups. Reading cards are placed in the
Introduction
classroom away from the groups. The reading cards have a
range of simple, compound and complex sentences in
Welsh. One member of each group is nominated as the
first scribe and another as the first runner. The runner
‘runs’ to the reading card and reads as much of it as they
think they can remember. They return to the group (they
are not allowed to return to the card once they have left)
and tell the scribe what they have read. Other group
members become the scribe and runner and continue until
the group thinks they have written the entire text. Each
group member takes it in turn to read out a sentence of
the text they have written. The other groups listen and
can challenge if they think part of a sentence is missing or
incorrect. If the challenge is upheld, the game continues.
At the end of the game, the other groups can earn points
by quickly identifying simple, compound and complex
sentences, subordinating conjunctions etc.
Aims
To speak, read and write Welsh.
To identify simple, compound and complex sentences.
Details of
Pupils have an understanding of different sentence types
preparatory work in English and Welsh.
Follow-up activities
 Including unfamiliar language and sentence patterns
on the reading card can lead to discussion and can be
an interesting way to introduce it.
 Reading cards can be created in modern foreign
languages.
Resources
 Complex sentence reading cards
Clip: Jigsaw Game
General
Introduction
Aims
The jigsaw PowerPoint is used as a plenary activity. When
pupils think they know what the picture is, they think of a
complex sentence beginning with ‘pan’ and ‘press their
buzzer’. Pupils share their sentence with the class. Other
pupils get the opportunity to ‘pimp it up’ by extending it.
To revise complex sentences in Welsh.
To extend complex sentences in Welsh.
Details of
Pupils have done work on complex sentences in Welsh. They
preparatory work have focused on using ‘Pan’ as a subordinating conjunction.
Follow-up activities
 The jigsaw template can be adapted for any topic
and any language.
Resources
 Jigsaw template.