NOTE: - we have provided a list of target language, in a worksheet format, that could be used for the Q&A session, and for the Role Play Bingo activity. Example role play dialogues based on the list of target language are also provided. However plans and resources to teach this language to the primary school pupils prior to the videoconference sessions are not included.

Q&A Activity Instructions

Target Language for Q&A Session
Primary school provides secondary school with questions and answers that pupils have learned in target language. (Example language provided is differentiated into 3 different levels).

Practicing Q&A’s
Train secondary school pupils to think how a primary school pupil might need time to think about what they have just heard i.e. repeat each line twice and allow for pauses. Primary school pupils need to hear the questions well enough to be able to understand them via the videoconference link. Delivery has to be at a slow enough pace and clear enough to allow this to happen.

Managing the videoconference session during this activity
Suggestion: you may have 1-2 secondary pupils on screen asking the questions whilst the primary school teacher invites 1 primary school pupil to the camera to answer it. Or, if the sound is clear enough, the primary school teacher may wish to elicit answers from pupils with their hand up without moving the camera, i.e. moving the webcam around the group students on one side can cause motion sickness on the other side!

Role Play Bingo Activity Instructions

Target Language for Role Play Bingo Scripts
Primary school provides secondary school with key words and phrases that pupils have learned in the target language. (Example role plays provided are differentiated into 3 different levels. The key language words and phrases that are to be identified in the Role Play Bingo game are highlighted in bold on the scripts. There are two versions of each role play to allow for a second game if time allows).

Create Role Play Scripts
Secondary school pupils create role plays integrating language learned by primary school pupils. (Create as many role plays by topic i.e. clothes / colours / fruit…)

Practicing & Delivery of Role Plays
Secondary pupils may need to practice these over a couple of lessons. They do not need to know the role plays off by heart. However reading from scripts can lessen sound quality if the head is bent down. Train pupils to read then to deliver whilst looking up.

Train secondary school pupils to think how a primary school pupil might need time to understand what has just been said i.e. repeat each line twice and allow for pauses. Primary school pupils do not need to understand every word, but to pick out the key language from the passages spoken. Delivery has to be at a slow enough pace and clear enough to allow this to happen.

Send role play scripts to the Primary school staff to allow them to check the progress of the conference and refer to the scripts throughout.

Bingo Game Sheets
A template has been provided. These have been left deliberately blank as pupils can choose their own selection from the range of key target language. This also allows for primary school pupil’s ownership of their side of the game. Mini-whiteboards could be used if available.

Differentiation of Role Play Bingo Activity
As well as there being scope for dividing the language and their relevant role plays into levels of language for different ability pupils, the bingo cards themselves can be differentiated. For example:

“LES COULEURS”

EASY - Coloured circles could be drawn into the squares thereby pupils concentrating on listening to language only.
INTERMEDIATE – The French terms are written in to the squares thereby pupils listening to target language AND matching it with written form.
HARD - The English translations are written in to the squares thereby pupils listening to target language AND translating it prior to matching it with the English written form.

“LA MÉTÉO”

EASY – Weather symbols could be drawn into the squares thereby pupils concentrating on listening to language only.
INTERMEDIATE – The French terms are written in to the squares thereby pupils listening to target language AND matching it with written form.
HARD - The English translations are written in to the squares thereby pupils listening to target language AND translating it prior to matching it with the English written form.

“LES LIEUX ET LES DIRECTIONS”

EASY – Directions symbols / mini maps could be drawn into the squares thereby pupils concentrating on listening to language only.
INTERMEDIATE – The French terms are written in to the squares thereby pupils listening to target language AND matching it with written form.
HARD - The English translations are written in to the squares thereby pupils listening to target language AND translating it prior to matching it with the English written form.

Managing the videoconference session during this activity