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Resource: Diamond 9 activity

To introduce a new sentence builder,  the teacher creates a sentence in Welsh using the builder. Pupils use the sentence builder to decipher meaning.

Focus: Understanding.

Pupils work in pairs with one pen or pencil and 1 dice. Whoever rolls the highest number is handed the pen and will start copying a short text in Welsh or a list of chosen sentences from the sentence builder. The other person rolls the dice until he /she gets a 6. Then they can swap the dice for the pen and begin copying on their page. The winner is the person who finishes copying the text first. 

Focus: Writing and consolidation of sentence patterns and vocabulary.

Write a text in Welsh using sentences from the sentence builders. Record yourself reading the text. Create a gap fill exercise based on your text making sure that you have a variety of key patterns and vocabulary as gaps. The words / phrases needed to fill the gaps should be available at the bottom of the page for pupils.

Focus: Listening, reading and the consolidation of sentence patterns and vocabulary.

Resource: Listening gap fill template

Each pupil is given a different card with a number of details in Welsh based on the sentence builders you are currently studying. The cards usually have around 4 / 5 bullet points.

The pupils are also given a grid with a number of questions for example:

Find someone who...

… doesn't like singing

… has two brothers

… has their birthday in September

The pupils are required to find a person for each of the above prompts (e.g. ‘Jac’ for question 1, above) by asking questions in Welsh to the other pupils. 

Focus: Reading, comprehension of taught sentences and vocabulary and oral practice.

Resource: Find someone who template

This is a translation game for 3 pupils (2 players and 1 referee).  The two players are given the pyramid with sentences in English. The referee is given a copy of the pyramid with the sentences translated into Welsh.

The aim of the game is to translate sentences from English to Welsh starting from the top and making your way to the bottom of the pyramid. 

If a player makes a mistake, the other player starts at the top and begins translating.

Play continues until someone has translated from the top to the bottom in one go with no mistakes.

Focus: Listening, oracy and retrieval

Resource: Pyramid Translation template

Pupils work in pairs. They have a sheet with the same English sentences to translate into Welsh, but Partner A has the translation of half the sentences, whereas Partner B has the translation of the other half. 

The two partners take turns in challenging each other to translate a sentence. After one partner has attempted the translation, his/her opponent shows him/her the correct answer, and points are awarded (3 for a perfect sentence, 2 for one mistake only, 1 if only a few words have been correctly translated.

Focus: Oracy and retrieval

Resource: Oral Ping Pong template

This template is a simplified version of mosaic writing for Year 2, adapted by Jacob Jones from Ysgol Penrhyn Dewi. A big thank you to Jacob for generously sharing his insights and resources!

Pupils are all given a role play card with different details to practice the target structures. Allow the class to mingle together or set up speed dating to practice questions and answers using the details on their role-play card.

Focus: Retrieving target structures and oral practice 

Resource: Role play card template

Learners work in groups of three (2 players + 1 referee). Players take turn in rolling a dice. The player can move the number shown on the dice provided that they translate the sentence into the target language orally within 10-15 seconds. The referee will then tell the players (with the help of your answer sheet) if their translation is correct.

Focus: Retrieval and oral practice

Resource: No snake, no ladders template

Encourage learners to use the ‘Ap Iaith’ in conjunction with the  'Herio' booklet to extend the target language learned in the unit. This is an opportunity for them to retrieve language previously learned and also discover a variety of new elements to become more ambitious in their language use. This is an opportunity to discuss grammar e.g. changing from 1st person to 3rd person, use of idioms, connectives etc. Encourage learners to focus on one element to expand their language use in their upcoming tasks.

Focus: Retrieval and expansion of target structures.

Prepare a short text that exemplifies the use of patterns from the sentence builders. Remember to use a variety of patterns from your sentence builders and extend the sentence for example by using idioms and connectives. Decide on movements to help learn the text with the class so that you rely less and less on reading the text. The next stage is to create an oracy map (story map) so that the text can be retold without reading the text.

Focus: Reading, comprehension of taught sentences and vocabulary and oral practice.

Locate the accompanying example video for your current communicative function unit. These videos are examples of how learners can use the language from the sentence builders in real-life tasks. Use the template below to create a comprehension task based on the video. Begin by watching the video as a class. Learners begin completing the comprehension 'Gwylio a Deall' task to show their understanding. The video can be played multiple times for learners to complete the task.

After completing the 'Gwylio a Deall' task, provide learners with a script from the differentiated set. These can be used to role-play as they are, or by changing details within the script.

Focus: Listening and showing understanding followed by oral practice of expanded target structures.

Resource: 'Gwylio a Deall' template

Using the template below, create a retrieval practice grid asking learners to recall target chunks from the sentence builders.

A retrieval practice grid is. a simple  way of recalling structures from previous lessons as well as from lessons even further back in time. It is structured in the form of a colour-coded grid with points awarded for items they recall. The ability to score points is to get students even more engaged and invested in the activity. Learners can complete the grid individually,  in pairs or small groups.

Focus: Retrieving target patterns

Resource: Grid template

Complete the coloured table with answers using the target language that has been taught. Learners must guess the questions that would have been asked to gain the responses.

Create a spin wheel with questions from the unit. Use this as a class or paired activity to practice question and answer skills.

Focus: Conversational skills using both questions and answers

Use the template below to create a structure strip for your upcoming oracy task. This will be a  tool to support pupils with structuring their oracy work and prompting them to consider the target language that they should include. 

Focus: Oral practice in preparation for oracy task.

Resource: Strip template

Learners work in pairs. They must prepare a talk to deliver to a friend in 4 minutes. They then give the same talk to another friend in 3 minutes. Then another friend in 2 minutes. No notes are allowed. 

Focus: Oral practice to build confidence

Learners work in groups of around 4 to write a response to your structure strip. This could be on paper or on a shared Google document. This is a good opportunity for you to support groups of learners e.g. to recall previously taught language, expansion possibilities,  spelling strategies etc.

Show learners' work and discuss good practice and common errors. 

Focus: Writing practice as a stepping stone to totally independent writing

Learners work with a partner to use the language that they've learned during the unit to have a personal conversation. Once they have practiced, learners record their conversation on Flipgrid.

Focus: Spontaneous use of language

Look for task suggestions within the unit of the learning journey for learners to apply the language they've learned to a context within your current topic. Ensure that you give learners the opportunity to take part in a range of individual, paired and group tasks during the year.

You can also create a structure strip or storymap to provide learners with a clear reminder of the target language to include in their work.

Focus: Spontaneous use of language

Look for task suggestions within the unit of the learning journey for learners to apply the language they've learned to a context within your current topic. Ensure that you give learners the opportunity to write a variety of genres throughout the year.

You can also create a structure strip that can be stuck in the margin of learners' exercise books. This will provide learners with a clear reminder of the target language to include as they develop their writing.

Focus: Spontaneous use of language