If you’re enjoying the World Cup then you’re probably a football fan or (at the time of writing) have Uruguay, Spain or Portugal in the staff sweep-stake. If you’re not enjoying the World Cup then chances are you’re not a fan of football, or the staff sweep-stake left you with Morocco or Iran.
The World Cup does lend itself to a variety of activities to revise material you have likely covered this year…
Recapping clothes and colours
This is one of my favourite ways to teach adjective endings. Football kits lend themselves to this task as the link explains. This could also be achieved with the flags of the countries.
Developing opinions and reasons
Why not get each member of your class to write a prediction? You could even involve yourself in this, particularly if you’re still bitter about the sweep-stake.
I think that <insert country here> is going to win
I believe that <team that is not England> is going to win
In my opinion <probably Spain> is going to win
You could change this depending on the ability of the kids. Students could add a reason for their opinion “because they have better players”. They could add superlatives “because Ronaldo is the best”. More advanced students could use a subjunctive: “i hope that”.
How are you going to watch the final – future tense revision.
Students produce their plans for the day of the final. There is an opportunity here for a short piece of writing involving time phrases, opinions, reasons and the future tense. If they are not planning to watch it at all then it is still good future tense practice.
Students write their name at the bottom of a piece of paper. They write a sentence at the top, fold it towards themselves and pass it on. They keep going until all the sentences have been written. It can produce something amusing. Watch the kids closely (you know the ones I mean).
In the morning I’m going to…
For lunch, I’m going to…
In the afternoon, I’m going to
For dinner, I’m going to..
After having eaten, I’m going to…
… and … are going to be in the final.
This is one I have used a number of times. I always wonder why students can pronounce any footballer but then get every other word with the same sound patterns wrong!
For Spanish teams, pick one of the south american sides. Far harder. Most of the Spanish team will be well known to your kids.
Recap target sounds with students. For Spanish this may be G, J, CE, CI, LL among others. For French this might be silent endings or other sounds. For Germany this could be sounds with umlauts, “ch” endings or double vowels.
Option 1: students announce the team to their partner as if they were on TV reading out the lineup.
Option 2: students race through the team trying to beat their partner to the end.
Option 3: teacher goes through lineup and students have to spot the mistakes made and correct them.
I think England could have stopped at that John Barnes rap or Footballs Coming Home
Sergio Ramos was involved in this beauty…
How to exploit it…?
Well, I had some ideas but then found this superb guide on Frenchteacher.net Anything I write would simply be repeating the list.
Or use their Euro 2016 effort…
If you are a bit sick of the football, or your class is, then do the same with the song “Así Soy” It worked wonders with my Year 10 class.
The world cup is an opportunity to revise comparatives and superlatives. Who is better, worse, faster, slower, uglier, less talented, more talented? Who is the best, worst, most irritating? There is a TES worksheet from a previous tournament that just needs a little bit of updating, as the Dutch did not make it this year.
Player Biography / Description
Mira 3 has a section on biographies of famous people. Why not go for the footballers. There is an opportunity here to practise the past tense with “he played for”, “he signed for”, “he was born in”. There is an opportunity for the present tense “he plays for”, “he is a defender”. I’m sure you can come up with even more ideas.
Read some tweets
The vast majority of international teams are on Twitter, as are their players. You could screenshot a few and use them as a translation task. Example below:
Give students a selection of football related terms. You could record yourself commentating over a video clip, you could mute the clip and improvise on the spot, or use the original commentary (with advanced level)
Option 1: students select 5 terms and you play bingo. First person to hear all 5 wins.
Option 2: students have a list and tick off as many as they hear. People who get the correct number win.