MFL Ideas
Games and activities
for learning
Miss L Crawley
“Messenger and Scribe”
Develops both speaking and writing skills. Write four sentences (or four
paragraphs depending on class ability) on four pieces of paper and tape the
four sheets in different sections of the room. Students are then divided into
pairs – one is the Messenger and one is the Scribe. One remains seated
with a paper and pen, and the other has to run back and forth between the
sheets and the Scribe and tell him/her what it says, who then writes it
down. The Messenger cannot stand by the sheet and shout to the Scribe,
however. The first five or so teams to write all the sentences down correctly
are the winners. Be very particular on them having to get everything,
including spelling and punctuation, correct.
Sentence Scrambles
Students will be given blank index cards, or they can just cut-up pieces of
paper. Each student will pick one sentence from a book they have been
reading and write the words and punctuation marks on the cards (one word
and one punctuation mark per card). They will mix up the cards and then
paper clip them together. Then they’ll do the same for another sentence.
Usually I have each student make five of them. Then I’ll collect them, divide
the class into small groups, and give each group a stack of the sentence
scrambles to put into the correct order. The group that has the most correct
sentences in ten or fifteen minutes wins. After a group feels they have one
sentence correct I’ll go and check it and take it away after giving them a
point.
Stations
I’ll copy five copies of five different worksheets related to the theme we’ve
been studying. The class will then be divided into five groups of four or so
students. One pile of each of the five worksheets will be placed in different
sections of the room. Each student group is given a group number and
begins at one of the five Stations. They will be given three or four minutes
(or longer) at each Station to complete as many questions on the worksheet
as they can, then told to stop. They write their group number on the
worksheet, give it to me, and then each group moves to the next Station.
After we’ve gone through all the Stations, each group is given another
group’s papers to correct and we’ll review the answers as a class. The
number of correct answers is added up, and the group with the greatest
number wins.
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Labeling Game
Write words describing various classroom objects on post-its, divide the
classroom into four or five groups, and then each day during the week one
group will see how fast they can correctly label the classroom objects. I time
the groups, and the one with the fastest time wins. Add new labels each
week.
One by One
Students work in pairs to spell words on the whiteboard as fast as they can
in competition with other pairs of students. However, there is a twist...
Both students in each pair need a whiteboard marker. The two students link
left arms (so one student will be facing the whiteboard and one student will
be facing the class). The teacher calls out a word to be spelled (or translated)
and the student facing the board writes the first letter of the word on the
board then the pair must spin so that the second student can write. Each
student can only write one letter, and must write one letter. If a student
wishes to correct the letter that their partner has written they can erase it
and replace it, but then must spin. So, they take turns writing a letter then
spinning so that the other student can write. Students cannot talk to each
other or tell their partner what to write. It's best if you match up left handed
students with left handed students and RH students with RH students as
much as possible - Left handed students will need to link right arms if
working together. You can make it harder by saying that if a mistake is
made and recognised the student who recognises the error can erase the
incorrect letter but can't add another letter, and by saying that both
students *must* take their turn to write.
21s
The aim is to see how high the class can count or use to practise 1-21.
2) Only one person can call out each number.
3) There can NOT be any arranging of who calls out each number. Similarly,
no prompting anyone else.
4) If 2 or more people say the same number, we start again.
There will be a few times when the class doesn't make it past 2! But a fun,
engaging activity - perhaps have a couple of goes at the start (or end) of a
couple of lessons to see how high your class can count.
Miss L Crawley
Stepping stones
Can be vocab or longer answers...
Place stepping stones across the room (these can be pieces of paper or use
chairs for them to walk across). As a student answers a question correctly,
they take a step forward. This can be done as a team game, with the first
team to get all members across winning. In this case, you may like to make
rules which allow for students who have already made it across to go back
across the stepping stones to help out a weaker student.
Variation: Human Checkers Students can deliberately block others through
their choice of where to step. (Or you can use real checkers rules to allow
students to get other students out by "jumping over" them.
What’s the question?
You supply the answers, students need to give the questions. Many of the
other games can be adapted to this, or you can throw in a couple of "reverse
questions" into a regular quiz or Q&A activity.
Organisez-vous!
Have the students stand up around the room / space (outdoors is good).
Call out a number, students have to form groups of that size. The race to
form groups can make it exciting for little ones. Congratulate the group that
forms the quickest!
Think Fast
Give students a time limit (between 15 and 45 seconds works well to keep
everyone engaged and keep it "pacy" - but you can give longer limits if your
students have the vocabulary and the attention span!) - I give a different
limit each time, and don't always warn students how long they will have.
Give a category (things that are usually red, activities that don't involve a
ball... the more creative the category the better, but you can stick with
standard MFL categories such as words beginning with..., things you'd find
in a classroom) and call out “allez” or other start word.
Students write down as many words as they can think of that fit the
category. Students get one point for each correct word they have written by
the end of the time limit.
*Variation
Once you have stopped them (at the end of the time limit), ask the student
who has come up with the most words to call out their words. If they call out
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a word that others have written down (they call out to say) doesn't count. All
students need to cross out any words that anyone else has also written this means students start getting creative and thinking laterally about what
words to write down.
*Another variation
As a team game. Give a longer time limit, and each team has one pen and
one piece of paper. The paper can be sticky-taped up on the wall (each piece
away from the others so that the other teams can't read them!). Students are
grouped on the other side of the room so they need to run to the piece of
paper, write down their word then run back to pass the pen on to the next
person.
Space invaders
Students stand up and spread themselves around the space.
The teacher asks a question and selects someone to answer (e.g. first hand
up.) If the answer is correct, the student takes a step. If they can reach
another student to “tag” them, the tagged student is out and must sit down.
Students may choose to step further away instead.
Continue until there is just one student left standing, or until pupils become
a little restless.
Variation If no one who is standing can answer a question but someone who
is out can answer correctly, then that student can rejoin the game.
A magnificent answer (e.g. full sentence, demonstrating newly taught
structure or something else unexpected but wonderful) earns the right to
take 2 steps.
Slap Whispers
Write a good selection of numbers on the board (depending on the age of
your children) and divide the class into 2 teams facing the board.
Stand at the back of the classroom and call one student from each line over
to you. Whisper a number from the board to the students, who then have to
run back to their team and whisper it to the next person in their line.
The whispers carry on down the line until they reach the person at the front
who has to find the number, slam it with their hand and shout the number.
This game can also be used with any vocabulary being used (fruit, family
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etc) simply by putting the pictures on the board.
A great game for all ages which has never let me down!
Standing Bingo
You will need 2 sets of cards, one set with the French/Spanish/German
word and the other with either a picture or the English word.
Hand out the Fr/Gr/Sp words to the students and divide the class into
groups of 4 or more. I usually divide my class into 4 groups and have each
group stand in a corner with their cards. Then call the English word or show
the picture. The person with the Fr/Gr/Sp card gets to sit down.
The first team with all its members sitting is the winner (Bingo!).
Yes and…
Put students into pairs. One student begins with a sentence and the other
student says “Yes and” then adds more information. Use a timer to get
students speaking for 1 minute or longer.
E.g :
Pupil 1: Hier j’ai joué au foot dans le parc
Pupil 2 : Oui et c’était chouette
Pupil 1 : Oui et j’ai vu mon ami
Pupil 2 : Oui et il a joué au foot avec nous
Pupil 1 : Oui et.. etc. etc. etc !
Telepathy
At the end of a lesson ask “What word/sentence am I thinking of from the
lesson". Do either from memory or with support. All can participate. Write
the one you are thinking of on a piece of paper in case they accuse you of
cheating! Then involve the kids up front. A sweet for the winner is a great
addition to this game...
Pair noughts and crosses
They each draw a nine box grid with an English word/picture/first initial of
each word in a sentence e.g. jml = je me leve if doing daily routine. Then
working in pairs they have to say a word/sentence in TL to get their
nought/cross in the box. They only let them have it if they are happy with
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pronunciation! Each pair has two games to play as every one prepared a
grid. Or get them to use a pencil and they can use the same grid twice!
Listening bingo
Use any tape extract. Tell students the topic then they think of 10 words to
do with that topic and write them down. They then listen to the tape and
every time they hear the words they tick them as a tally chart of the
frequency of the words. Winner is the one with most ticks - a chewit sweet
for the winner. Brill for predicting what will come up.
You can also use this with pupils preparing mini speaking presentations.
Pupils read them out (with/without support) and the others have chosen 5
words they think will come up and do the same tally idea. Could also make
“taboo” words to encourage greater variety of vocab.
A-Z on a topic
Word and picture for each letter of the alphabet. Prizes for winners.
Create a puzzle page for revision of a topic - swap over and do each others'
puzzles... Slightly better than do a word search then swap!!
Heads down thumbs up
This is the basic version.4 volunteers on floor . Rest of class put heads down
on desk. arms crossed under their heads hands making fists with thumbs
sticking up and eyes closed . No peeking. Volunteers creep round room and
each pushes down the thumbs of one person. No-one opens eyes till
volunteers return to front [with any luck rest have fallen asleep by this
point] Four whose thumbs were touched stand up and in turn say who they
think touched them. [ No-one to say yes or no till all have said] If they are
correct they come out and take place of first four, If not the original person
stays on floor.
Pupil as Teacher
When you have marked one pupils' work hand over the red pen and send
him/ her to mark the next . cascading round the class.......
Sac à Magique
Buy a shoe bag and call it sac à magique. Get pupils to close eyes and hide
things in it. Classroom objects, flashcards etc. Pupils guess what is in your
sac à magique and have to make sentence up with word.
Word Tennis
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Partner A .Dans mon sac il y a une trousse Partner B adds one then volleys
it back eg dans mon sac il y a une trousse et un cahier. Partner A adds
another etc. Pupils score when partner pauses, hesitates repeats word, or
can't remember order. Score as tennis if they know how.
The word tennis game also works for questions and answers and gives them
the opportunity to practice making questions up......
Strip bingo
pupils split a piece of paper into 9 sections and write a different
phrase/word in each section. Teacher repeats words/phrases several times
– pupils can only tear off the strip if the word/phrase is at either end of the
paper. Winner is pupil with one strip left. Advantage over normal bingo is
that the teacher repeats the words/phrases.
Mallet’s mallet
Buy an inflatable hammer, or real one for difficult groups. Choose topic eg
colours. Get two pupils to face each other and pretend you are timmy
mallet. Pink glasses and bermuda shorts are a must. Hit pupil on the head
with the appropriate force, if they pause, hesitate, repeat word or stray from
topic area completely.
Dictionary Race
5 / 10 minutes to find as many words relating to the current topic - prize for
the person with the most - then brainstorm them all onto a flipchart/the
board so everyone has a wider vocab list!
Stand up Bingo
Get pupils to write down 3 words from the vocabulary that you have been
teaching that lesson. They then stand up ready and sit down as soon as any
one of the words on their list has been called out by you. The aim is to not
have any of their words read out thereby being the last one standing. It's a
great plenary.
Odd one out.
Easy for you to put together, good to give to pupils to make up to reinforce
vocab, excellent starter or plenary.
Get them to scramble up 5 new words they've learnt from the lesson for a
partner to unscramble.
Miss L Crawley
Write a blank for each word in a sentence. Give the last word and work
backwards - pupils guess what the word is. Makes them really think about
word order especially for past tense and any opinion sentence.
Dictation
Either teacher-led or paired
Moving Dictation
You dictate a text, they write a sentence and then pass their exercise book
to another pupil who then continues to write the next sentence... After as
many sentences as you want, show them the text on OHP, IWB, using Data
Projector or direct them to the page in their textbooks. They then have to
correct the mistakes. Great for German - capitals for nouns. They are also
more willing to mark other people's work.
Statues
useful for verbs Teacher calls out an action Pupils must get into statue pose
of that action and hold it without moving, giggling etc till next action is
called or sit down
What's missing
Read out a list of days of the week, animals, colours. Reread list omitting
one
Headlines
Have pictures on the board (from internet on IWB or projector) and they
have to write a headline for it.
Write the names of the people involved in recent news and the headlines in
TL next to it but muddled up - they have to match them.
Tongue Twister
Write a tongue twister on the board, ask them to work out what it means
using dictionaries, and then ask for 2/3 repetitions. Normally has plenty of
volunteers.
Word Recall
Give the pupils the topic or idea (price, size..), and they have to think of as
many words as they can, which you then go through with them on the board
after. Can turn it into a competition.
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Word categories
Give pupils A4 paper/card, ask them to fold it into 9. Write the topic in each
box, and then when you call out a word in TL, they have to write it in the
correct box.
*Variation
Same as above - but a game: write the topics on the board, name the two
pupils playing each other and say the TL word. First pupil to name the topic
that that belongs to wins a point for their team. Could be combined with the
above exercise.
Aural Dominoes
Can also be handwritten onto card - only takes 5/10 minutes to prepare.
A great way of introducing new vocab or practicing old vocab.
Snowball
Thirty secs to write as many topic words down by themselves. 1 min to work
with a partner, two mins to work with their table. Then go round the class,
table by table. Write the words on the board. Any words written down by
more than one table do not count. Any unique words get a point. Table with
the most points win.
Famous person
Ask the students for the name of a celebrity. Write it on the board. See who
can find a word in the TL for each letter - no resources allowed
Word combs
They write their names down then find an adjective for each letter of their
name.
Snooker. Two teams alternately answer a starter (red ball) question (an easy
one). Then give a category (e.g. pets, shops, colours, furniture, personal
pronouns, etre verbs, verbs beginning with 'p' etc), and after 5 seconds
deliberation they have to decide which 'colour' (yellow = 2, black = 7 etc).
They then have a set time to name that number of items. If they fail the
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other team has the chance to claim the points. Getting 6 on a 'black' = nul
points
Starters
1."donnez-moi 5 animaux/5 verbes irréguliers au passé composé/ 5
opinions négatives/5 alternatifs pour 'très' etc. etc. Works with any year
group.
2. Write a word on the board from a recent topic eg croissant. pupils suggest
a sentence containing the word, for which you award a score out of 10 for
their impressiveness. Vary generosity of your mark scheme dep on ability of
group.
3. "clear the board" - write up 20 or so words or phrases randomly all over
your board. Set the clock. They then put up their hand, saying one of the
words/phrases and its translation. If correct you rub it out. Penalty of 10
seconds if anyone calls out. They try to beat their own previous class record
each time you play.
4. PASSEZ LA BOMBE - buy a kitchen timer. Get a small box (empty
Neutradol packaging box is ideal)and paint it black and write "ATTENTIONBOMBE!!! on it. Put the timer in the box. When you play, set the timer for
between 1-2 mins, put into box and say a question you've covered recently
which can have many different answers. ive bomb to first pupil, who can
pass it on when they've said an answer. Whoever is holding the bomb when
it goes off has to do a forfeit, like saying 20-1 backwards in French.
15 snappy starters
1. Five anagram words on the board. I.e. asc à sod = sac a dos etc
2. Write the middle or end of 5 known words i.e. ayo = crayon tyl=stylo.
3. Write 5 words with a letter missing each. The missing letters could spell
another word, if you’re that well organised.
4. On a known theme (i.e. town) write the first letter of 5 different places.
5. 5 words each with one deliberate mistake in the spelling.
6. Odd one out i.e chien chat cheval chance
7. With times, numbers, dates or any other sequences, i.e. ma journée write
5 random on the board for them to put in the right order.
8. Mime a word they know (exaggerated lip-reading)
9. Skywrite a word they know (you must write it backwards for them)
10. Write the first two letters of five words up, and they must match the
endings.
11. Text speak BB=bébé, K7 cassette, LF1=elephant. G HT j’ai acheté.
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12. They have one minute to write as many clothes as possible, colours,
sports,fruit,veg, countries, pets, rooms, hobbies, furniture.
13. They have one minute to write as many words as they can beginning
with….
14. Writesixorsevenwordstogetherwithoutabreak.
15. Show them five flashcards, jumble them up, and they must guess which
one you have in front of you.
Word substitute
Write a sentence on the board such as (Yr 7) "Dans ma trousse j'ai un stylo
et une gomme." Underline un stylo and une gomme. They have 2 mins to
write as many sentences as they can, substituting different items.
individuals read their suggestions. Anyone with same sentence crosses it
out. People left with sentences no one else has win a sweet.
Last one standing
Very simple - at the end of the lesson, get two kids up the front, you say the
English, the first kid to say the foreign word wins and the loser sits down, to
be replaced by another kid. The person left standing when the bell goes is
officially king or queen of the class. Sometimes I let to joke run on and call
kids 'prince' and 'princess' as well, I did like it the other day when they
called me 'Goddess'!
BEAT THE TEACHER
Example with numbers.
Write down numbers on the board (I use flashcards a lot for this game)
Point at a number and say what it is. Kids repeat. Then you try to trick them
and you say something that is not correct. Kids have to stay completely
quiet. If they were quiet: one point for them. If you managed to trick them ie
they repeated robotically what you said without thinking: point for you. We
go to ten but I refuse to carry on if I have five and they have not had even a
point.
Vocab cards
Can do this with GCSE students - they make them - a phrase in French on
one side and nothing on the other. Once you have taught them about 8-10
phrases they make the mini cards and then put their initials in little letters
in a corner. They then play in pairs. They scramble up the cards and hold
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them in their hands. They put one card down and the fastest to say it in
English gets to keep the card. If they both say it at the same time then they
put it to one side and the first person to win the next one gets them both.
You give them about 5 minutes or so to play and then they count to see who
has the more cards and they win. They then sort out the cards so they get
their own back (that's why they did the initials) and find another partner.
After a bit they write the English down on the other side of their cards and
do it the other way round (Eng-Fr), which is obviously more difficult. They
can also check they are correct with the cards if they disagree by turning
them over.
Gunfight
All pupils stand up with their backs to a partner, side on to the teacher,
hands clasped to make a 'gun'. Teachers calls out a rapid fire of words/short
phrases and pupils call out translation and point their 'gun' at the teacher.
They can keep a tally of correct answers on their hand. Shows you where
strengths / weaknesses of vocab are. Pupils could make gunfight lists for
extension homework.
Poker test
Pupils number 1-10 as per vocab test. Teacher calls out question. Pupils put
hand up if they either know the answer or are going to pretend to know the
answer and bluff. If they don't know the answer and aren't going to pretend
- they put a cross next to the relevant number on their sheet. Teacher
chooses pupil to answer question - if he answers correctly - everyone with
their hands up gets the point (whether they knew answer or not!!). If he gets
the answer wrong/didn't know it - he loses all previously accumulated
points. Teacher then chooses another pupil and if he then gets it right - the
rest with hands up get the point. And so it continues... So it is a gamble
whether they put hand up and risk their points if they don't really know the
answer!! Kids would be so rubbish at poker cos you can so tell who is
bluffing!!
Verbal Pictionary
Pupil describe item in TL and a volunteer had to draw representation on
board.
The Hot Seat
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Pick a pupil they take the seat and students can ask them 5 questions
related to the lesson in the TL. It’s great because it's all about them!
Yes No Game
for speaking practice with year 10 and 11, play your own version of that
yes/no game. pupils have to answer questions about a certain topic for 3060 seconds without giving yes or no as an answer. (based on game show but
can't remember the name)works very well for getting them to manipulate the
verb and turn questions around.
*Variation
Kind of similar idea they have to present about certain without using key
basic words
To consolidate gender with yr 7
The line game (need big room or moveable furniture for this) get students in
big line (I do girls then boys and playoff after) explain one direction is masc.
objects one is fem objects. then call out vocab e.g. estuche= masc so jump
left etc. lose when go wrong way and then have eventual champion.
Pronunciation competitions
I make a big over the top fuss about mistakes (hay in Spanish pronounced
as it looks etc) they love the drama and get v.competitive - is all boys
though. They also love memory games- can you remember all these new
vocab words (in a specific order or not) in 30 seconds for example.
write the initial letter of each word in a sentence
jsaen= je suis alle en ville
jabuc = j'ai bu un coca/un cafe
etc for classes who are struggling to build a paragraph, this sort of
modelling works well.
Ghosts
Go round class . or get them to gently throw soft ball[!] to next person, each
must add one word to make a sensible sentence anyone who cannot add
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another word loses a life . 3 lives and you are a ghost . you can also
challenge the person before if you think their answer does not make sense
in that case they lose a life . but if they can justify it you do .. good for a
small class or group who are reluctant to talk......
Mixed Up Spelling
Teacher says letters in a word at random . class must guess word e.g. hiearc
Group game
Each person has 5 paperclips to start with . One person begins a
presentation on self, school etc Other members of group must interrupt with
relevant questions If speaker can answer straight away questioner hands
over paperclip [or sweets if it is not healthy eating week] If speaker cannot
answer the questioner gets paperclip from speaker.
In advance prepare a coded alphabet a=1,b=2,c=3 say numbers to class they
have to convert into word ... without a crib ... you will be amazed at how
they can do it and boys especially love the challenge eg 3,1,8,9,5,23
10 pictures lettered a-j
T says a sentence in past/pres/future linked to one or more of pictures.
P writes both correct letter and arrow to indicate tense: backwards arrow =
past etc.
Great for tense practice.
With any text
find all the nouns (verbs, past participles, infinitives, words to do with food
etc)
read in pairs and peer assess accent / intonation
Find the Vocab: You choose 10 English translations of words in the text and
tell them all to find word number one (ie the word in the text for ....). In
groups they find it and bring it to you whereupon you whisper the number
2. Winner is first to 10.
You read the text but change words. They underline words that you
changed. Challenge them to say how many you changed (make some hard).
Offer a bon point for those that get the right number.
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Translate the text out loud in pairs.
Practise numbers
Write a list of about 15 random numbers on the board e.g. 12, 186, 98, etc.
(Even works at AS if you make the numbers more challenging). In pairs /
small groups time each other reading the list in TL. Find the two quickest in
the class (or quickest boy and quickest girl if you want it to be really
competitive) and challenge them to a play off at the front.
Draw a word snake on the board (or worksheet) with hidden infinitives.
Pupils come to the board and circle them. You can then ask questions like ;
regular/irregular, past participle, sentence in the past/present/future
incorporating that verb etc.
Listening skills
Using past paper tapes:
Write down the word you just heard (shout out or mini-whiteboards)
Predict the next words – do with small words to show you have to listen to
everything. Don’t give too much time between pauses – trains pupils to
work at a faster pace than the exam.
Listening quiz – choice of 3 answers. Choose an answer before listening –
then listen to see if answer was correct. Prediction/thinking skills. Point
for correcting and a point for getting guess answer correct.
Use Quizdom with power points – real video clips in the power point?
Magic word – bank of words. Listening bingo – tick when you hear the word.
Either give them the words or let them write their own.
Bubble sheet – change one of 3 possibilities to a synonym.
Songs - Give them a set of pictures – they hold a picture up when they hear
the phrase – symbols etc
Pupils draw pictures/symbols for what they hear, smiley faces for opinions
etc
Choose correct picture for what you hear and justify with key words
Gap-fills – with or without choice
Cut out words for synonyms. Hold up when heard?
Consequences – holidays
Give a transcript with the words changed – pupils listen carefully and
underline the wrong words, then change them on the next hearing. The
more able can try and work out the mistakes before they listen again.
Give sentence starters to complete – differentiated by length of completion.
Listen out for endings of verbs
Predicting questions after first hearing
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Use video – backs to TV first and complete tasks – then turn around to
watch
Pupils prepare speech on speaking exam topics – rest of class choose three
words and tick off as many times as heard. Competition for most ticks.
Use synonyms in a grid to fill in the actual word heard next to it
Fill in a grid with an option for extra info to stretch the more able in the
group
Sound-spelling link starters
Active listening strategies – make a gesture when certain word(s) heard
Tips For Role Play
Characters need some background. E.g. The waiter - Ludwig Schmidt, 27.
He walks with his nose in the air and frequently tosses his hair back OR he
is a grumpy person with a screwed up face who has a crafty fag whenever he
can.
The customer - Frau Weiss - 27. She has thick spectacles and is very shy
OR she is always texting.
The presentations are more entertaining when pupils can create someone
with unique characteristics. I recently saw a group who sang the restaurant
scene in operatic style (Yr 8)
Remind students of voice projection skills - four corners / visualise voice
reaching destination. If anyone is changing voice in any way the target is
still on clear and bold voice work
Do not let pupils have books in hand. You cannot act and read at the same
time. Watching actors reading from a book is deadly. After initial read
through use the skim read technique: Look at the line, read it in your head,
then look up to deliver it. This enables the pupils to act rather than read
the lines. After this run, students should work on five lines and then ten
lines at a time.
The most productive work can be obtained from structured improvisation.
Develop a five point structure e.g. Neighbours sketch. Keep the
conversation going:
Greetings. One neighbour has a card or present for the other one
Oh, you’ve got a new dog …..
I like your new …..
I’ve got a problem with …..at the moment
Help, advice and / or goodbyes
Get pupils used to using spontaneous language. E.g. Set up four customers.
TIR as waiter can move from table to table and elicit responses in role.
Miss L Crawley
Improvisation gives students confidence. Teacher can repeat and mime to
encourage understanding. Do not translate.
Warm-up the class before you do rehearsed role play. Pupils walk around
the space saying their lines. They jog. They jump up and down. They do
brain gym as they go through lines. You can inject this into lesson to
energise audience. This can be used as a preparation exercise too. The
students choreograph the lines and present to class. This works because it
takes the focus off the words, but you have to deliver the words well to
match the big, bold movements.
Speed Writing
In ICT suite. Give all pupils the first line of a story and each write the next
line. Give pupils 5 minutes and then ring a bell/blow a whistle/clap and
they all must move on by two computers and write the next line, and so on.
The final task is that the last person can add pictures to illustrate what has
been written in French, Spanish, German etc... They can then peer assess,
correct and feedback on the stories.
Ideas for starters
(All of these starters require practically no preparation.)
1. Five anagram words on the board. I.e. asc à sod = sac a dos etc
2. Write the middle or end of 5 known words i.e. ayo = crayon tyl=stylo.
3. Write 5 words with a letter missing each. The missing letters could spell another word, if
you’re that well organised.
4. On a known theme (i.e. town) write the first letter of 5 different places.
5. 5 words each with one deliberate mistake in the spelling.
6. Odd one out i.e chien chat cheval chance
7. With times, numbers, dates or any other sequences, i.e. ma journée write 5 random on the
board for them to put in the right order.
8. Mime a word they know (exaggerated lip-reading)
9. Skywrite a word they know (you must write it backwards for them)
10. Write the first two letters of five words up, and they must match the endings.
11. Textspeak BB=bébé, K7 cassette, LF1=elephant. G HT j’ai acheté.
12. They have one minute to write as many clothes as possible, colours, sports,fruit,veg,
countries, pets, rooms, hobbies, furniture.
13. They have one minute to write as many words as they can beginning with….
14. Writesixorsevenwordstogetherwithoutabreak.
15. Show them five flashcards, jumble them up, and they must guess which one you have in
front of you.
Miss L Crawley