English To French Translation Exercises A Level Free On This

English To French Translation Exercises A Level Free On This

A4 format, photocopiable, with accompanying slides free on this site.

For teachers outside England and Wales, the level is about 3-4 years of teaching for Foundation, 5-6 years for Higher (depending on your syllabi).

These worksheets may also be useful for revision at A-level.

They could be used in preparation for speaking and writing tests.

Each one has a suggested teaching sequence and a gapped version of the frame for scaffoldingself-testing purposes.

Digital technology A disastrous holiday Accidents (using present participles) Holiday jobs (using present participles) Protecting the environment (using present participles) Healthy lifestyle Cinema and TV Sport Music Friends Family Family life Typical school day Life at school Future plans Volunteering Pastimes in four tenses Food preferences My town.

Checklist of gap-fill exercise types you could do with listening texts Checklist of dictation tasks.

Each one should take no more than 30 minutes, including correcting.

Print off the sheet and use in class or provide students with URL and they can work alone.

Please do not share frenchteacher login with students.Always check that links work and that videos work on mobile devices.

Learners may not see the value of translation as an activity to help them learn English, and instead see it as a specialised, and difficult, activity.

It does not consider the role of the L1 as a teaching tool, for example for classroom management, setting up activities, or for explaining new vocabulary.

This question has been discussed elsewhere on the Teaching English site.

The article starts by looking at what we mean by translation as an activity in the language classroom, and then briefly reviews the history of translation in language learning within the framework of various methodologies.

It then considers some of the many objections ELT thinkers and practitioners have had to translation, and some of the possible benefits of its use.

It concludes with some observations about how to make translation tasks successful, and some activities.

Introduction Translation was a significant part of ELT for a long time, and then a significant missing part for a long time also.

However, it and these other abandoned activities are now a feature of many communicative classrooms and successful aids to learning, although the approach to using them has changed.

As Duff (1989) says, teachers and students now use translation to learn, rather than learning translation.

Modern translation activities usually move from L1 to L2, (although the opposite direction can also be seen in lessons with more specific aims), have clear communicative aims and real cognitive depth, show high motivation levels and can produce impressive communicative results.

The history of translation in ELT methodologies As mentioned above, translation was the basis of language teaching for a very long time, and then rejected as new methodologies started to appear.

It was a key element of the Grammar Translation Method, which was derived from the classical method of teaching Greek and Latin.

This was not a positive learning experience for many: as well as learners memorizing huge lists of rules and vocabulary, this method involved them translating whole literary or historic texts word for word.

In the Direct Method the teacher and learners avoid using the learners native language and just use the target language.

Like the Direct Method, the later Audio-Lingual Method tried to teach the language directly, without using the L1 to explain new items.

Subsequent humanistic methodologies such as the Silent Way and Total Physical Response and communicative approaches moved even further away from the L1, and from these arise many of the objections to translation.

Objections to using translation We can consider possible problems with using translation by looking at possible negative impact on learners and then on teachers.

Under each heading we can consider some of the concerns expressed.

Learners Translation teaches learners about language, but not how to use it.

Translation does not help learners develop their communication skills.

Translation encourages learners to use L1, often for long periods of class time, when the aim of modern teaching is to remove it from the classroom.

The skills involved in translation may not be suitable for all kinds of learners.

It may, for example, be best for learners who are more analytical or have preferences for verbal-linguistic learning strategies.

It may not be suitable either for young learners or lower levels.