Christmas heroes!

My previous blog post about Mog the hero of the Christmas night has got me thinking!


What about creating descriptions of christmas characters as heroes of the celebrations?
we can explore the verb "to be" , adjectives and the agreement of adjectives with the masculine and feminine characters!


Step One 

• Show the children part of the clip of Mog saving the Christmas celebrations in the Sainsburys advert for 2015 or discuss with the children what Mog has done to save the celebrations without viewing the clip.
• Discuss how this makes him  a hero!

Step Two 

• Brainstorm or share adjectives with the children in UKS2 that we associate with heroes.
• Look for cognates and semi cognates 
• Check for false friends

Step Three

• Write them super hero style in the sky - so the children are looking at the spelling and practising the spelling

Step Four

• Show the paradigm of the verb to be to the class.
• Practise saying the verb "super hero" style
• Idenitify the parts of the verb yoou will need to say "He is...." and "She is..."
• Ask the children to tell a partner a super hero sentence for Mog in the target language and then to write  the super hero sentence in the air. 
• On the board with the class write 5  "Mog the super hero sentences" - use the "He is ..." part of your paradigm of the verb "to be" plus five of the adjectives you have been investigating
• You could stop here and create Mog the superhero christmas posters or .....
• Ask the children to create a poster about their own superhero character (Rudolph the reindeer or Father Christmas or a Christmas elf- the character must be a masculine noun.Again you could stop here and create your own super hero posters or .........

Step Five 

• Introduce the Christmas fairy .(This must be a feminine noun). 
• Using the "She is ...." sentence from your paradigm above and the adjectives you used to describe a super hero,write some super hero sentences for the fairy on the board.
• Can the children read the sentences with a partner
• Can the children in pairs now say the sentences in their own preferred order for the Christmas fairy from most true to least true
• Can they cross refernce the sentences abouty the Christmas fairy and one of the masculine christmas super heroes you have prepared sentences about (see above).Can they spot the spelling changes to the adjective?

And now using the People Pillar Poem activities from blogpost in May 2015 you could  create your  own Christmas superheroes pillar poems and 3D characters !Ths time focus on the 3rd person singular of the verb to be and the correct agreement of the adjectives to describe the character's super powers! 

People pillar poems and template

Writing an Autumn Poem- Leaf Style!

This writing activity is based upon encouraging the children to use the language they already have learnt and to create their own poems about Autumn
The poems need to sound like an"Autumn walk"
It's an activity that all stages of learners can do as it relies upon recall and use of language they already know.
All you need are six leaf shapes.


The children should work in groups of four or with more advanced learners in pairs.
No poem will be the same in the class! 

You will need: 
Each group needs six leaves- numbered 1- 6 .
Each leaf shape  has a number on it.
Each leaf shape has an instruction written on the reverse side.

Writing a poem game- leaf style!

• Spread out the six leaf shapes number side up
• Roll the dice!
• Select the leaf with the number on that is shown on the dice.
• Turn the leaf over and create the line of the poem, according to the instruction on the reverse of the leaf shape.
• Once the line is written, the leaf must be placed back on the table number side up and can be selected again if that number is the one that appears when the dice is rolled.
• Each team or pair's poem will have atleast six lines as each numbered leaf must be used atleast once.
• You could make this a time trial too - where the first pair or group to use up each of the numbered leaf shapes and completes their written poem are the winners.

What's on the reverse of the leaves as instructions?

Well there are prompts on the reverse of the leaves: 

1= nouns we know

2= adjectives we know

3 = a sequence of numbers we know

4= a sequence of colours we know

5 = instructions or commands we know

6 =an opinion word or phrase we know.

Let the children be creative.remind them that their poems need to sound like autumn walks- crisp, crunchy,snappy ,swirly etc

Can the children use their target language nowledge, repeat key words etc in the lines of their poems to create the atmospheric feeling of an Autumn walk

e.g.in its simplest form.................

Chien, chien , oiseau!

Grand,petit,gros! 

Trois, six, neuf

Noir,marron, orange!

Ecoutez! Regardez! Marchez!

Excellent, excellent,excellent!

A bit of performance and a bit of technology!

And of course if you know me well , then I would want to encourage the choldren to perform their poems and even record their poems as speaking leaves using an APP or a QR!

Creating Characters and being Junior Judges on Strictly!

I love Strictly! We have used Stictly before in our network - a couple of schools created dance routines with directons, counting and commands.It worked really well.

Joanne, my associate colleague set up a Stictly Come Dancing Judges panel with numbers and personal info introductions too!

This year I am certain that children would love to become target language "Junior Judges"- just like the ones on the real programme.Watching "Strictly It Takes Two" I realised how we couod easily use this idea with children talking in the target language.

We will practise the verb "to be" and nouns.Add interesting adjectives and we could make similes too!
It's a simple but topical way of creating descriptive sentences, practising the verb to be and looking up and using nouns too and writimg,reading and saying out loud sentences in the target language!Oh and don't forget the children in the class will have to listen to each other too!

The tools we will need to be junior judges!

• We need to consider which parts of the paradigm we will need to describe pictures of dancers.  
• Firstly we need to practise the verb "to be" and selecting and placing the correct parts of the paradigm of the verb "to be" under dancers pictures "he...."/"she......"/ "they (male)......" they (female)....." and "they (male and female).......
• Secondly we need to investigate nouns we may like to use to describe dancers and the characters they are portraying.Let's collect useful nouns  from our bilingual dictionaries: ( pirate/ princess/ fairy/wizard/cyclist/penguin/bear/gentleman/ lady/ fruit seller etc).I would show the children some clips of the dancing from Strictly come Dancing or you could show picures on screen of soke of the dancers in outfits etc- Movie night or Halloween night would be two good themes.There are plenty of pictures out there on the internet too to use...... 
• Now let's play Simon says with the nouns and add actions and freeze frames

Judge the dancers!

• Why not show the children a couple of the dancers and the dances and let the children write out a descriptive sentences about the characters in the dances e.g "He is like a pirate" or "They are like monsters" etc
• Why not additionally or alternatively make it a guessing game.One person reads out the sentences he/she has written and the  rest of the class must guess who the sentences desctribes from the people in the show.

People Pillar Poems

You could always finish off the activity by creating some of my People Pillar Poems- using the characters from the dances....as both a writing and 3D display activity.Thanks to Clare Seccombe for the template!

Take a look here 

People Pillar Poems and template

Spider's web.Reading and Writing Creative Game

On a walk the other day a good friend of mine took this fabulous photo. We saw this web and we knew it was a spider in the middle but look carefully and you could ask yourself ....."Is it a spider , is it a tiger....?" The colourings and the dew mislead you! 

As it is Autumn and some of us will also be looking for ideas for Halloween ,I thought this idea would fit well with writing in UKS2 in the target language.It makes a great guessing game and an interactive reading display too!

1. Show them the picture and ask them which animals they can see.
2. Ask the children to think of imaginary spider's webs and mystical powers.Ask them to look up in their bilingual dictionaries possible animals and adjectives such as colours and shapes to describe them.
3. Ask the children to note down their findings.
4. Brainstorm other possible animals that you might see in an imaginary spider's web
5. Discuss the possible colours , size and shape of the animals
6. Note down the language you discuss on the whiteboard
7. ask the children to write three inetersting setences about the animal that they want caught in the spider's web 
8. Ask the children to draw a spider's web.Can they then write their sentences clearly and carefully long the threads of their webs.
9. In the centre they need to create their spider.Under the spider will be a picture of their own animal that they have described.
10. To create their spider they must fold a piece of paper in two and on the outside flap draw the spider.Cut out the shape of the spider.It must be a size that can sit in the centre of the web the child has drawn.
11. Now the child should add on the inside of the folded paper a drawing of the imaginary animal that is described in the written sentences. 
12. The folded spider flap needs to be added to the web
13. Each child is now a spider's web creator and must find partners in the class to work with
14. The partners in the class must read the sentences, draw on a mini whiteboard what they expect to see caught in the spider's web.Then the partner can lift the flap of the spider picture in the cnetre of the web and see if the drawing matches the original drawing of the spider's web creator?
15. The children swap roles and the reading activity starts again.
16. The children can swap partners several times and once you collect in the webs you have a wonderful display! 

Mille feuilles moments!

Inspired by the Great British Bake Off  yesterday evening I realised what great fun we could have with writing in the target language - creating our own mille feuilles ! 

It is such a simple idea and would work with children writing at different stages in their language learning and although it is very much a French cake , I can't see why we couldn't use this in other target languages too!

• Each layer in our mille feuilles will be a layer of paper.
• Each piece of paper will have some special writing upon it .
• Each layer of filling will be the additional information we want to add.
• The icing decoration on top will be the "Word Art" depiction of the writing we have done throughout our layers- it will give our readers a  taste - a clue to what they are about to read!
• As with all good cakes the proof is in the eating! So we are going to let our class friends read our writing and decide if the word art gave us the correct clue to the writing

How will this actually work?  

1. Identify the content you want the children to write about- personal information, likes and dislikes, family , the weather, animals etc.(Simple familiar content for beginners...perhaps more challenging content with more advanced learners)
2. Brainstorm key language with the children
3. Give each child five strips of paper or ask the children to cut paper to the correct size to make a mille feuille cake.Show the children what one of these cakes looks like.

I have selected two current focuses from our own VLE and SOW 

Beginners: Simple Colour Cakes
Now we are ready to make our cakes.Our cakes are going to be about colours.

Bottom layer - a strip of paper.Write our first sentences -a sentence to tell someone a colour we like.
Filling layer- second strip of paper- a pictionary of items in the colour we have just written about.
Third layer - new strip of paper- a sentence about a colour we don't like.
Filling layer- a pictionary of items in the colour we have just written about
Top layer- our Word Art decoration- just how are we going to add our icing and decorate the top of the cake so that our readers have an idea about the messages we are giving when they geing to read the cake and deconstruct the cake layer by layer?!

Moving On: Autumn Cake Walk Poems 
This is going to be an Autumn poem using commands, counting and colours.
Bottom layer - a strip of paper.Write our first sentence: a command, colours and numbers to set us on our walk.
Filling - a strip of paper that has simple sentences about leaves we find on our walk
Third layer -a new command, colours and numbers to continue on our walk.
Filling - a strip of paper that has simple sentences about animals we find on our walk
Top layer our Word Art depiction of our poem and the type of walk our readers are going to go on, when they start to deconstruct the cake and read the information!

Autumn activities

Over the last two years and at this particular time of year, I have written blog posts to celebrate Autumn.I  have brought them altogether here to help those who want to teach a series of lessons based on Autumn.

Simple activities that all your staff can use to practise numbers , colours,simple language with an Autumn style theme, based around leaves, counting and the colour of leaves.

Practising basic language with an Autumn focus

Being creative with the theme of autumn from creating imaginary fantatsical fruits to creating our own German Eulen and reading a Spanish Autumn poem

A touch of Autumn creativity

Taking an Autumn walk, making 3D maps of parks and places in town

Taking an Autumn walk

Exploring a beautiful French poem with UKS2 - les feuilles mortes.

Les feuilles mortes

Writing ,and a review of this half term's language learning, using Autumn leaves to be gathered in amd shared out again at the start of next half term!

Writing and a review of progress in our writing

Autumn markets and simple language links with Maths.

Autumn markets

Using drama,poetry,music and performance to go on an autumn walk with a French poem

An Autumn poetry walk 

Looking for nouns, adjectives and verbs

Autumn word sorts and games 

Autumn descriptive sentences with a  noun, an adjective and the verb "to be"

Autumn sentence trees.Writing complex sentences (noun,verb, adjective, conjunction and intensifier)

Autumn sentence trees

It's just a pile of Autumn leaves - or is it?
In this pile are many spoken and wrtten Autumn messages.Just how many can your children create?

Let's make an Autumn sentence tree

You may find my previous two blog posts help too!
Autumn word sorts and game

Autumn descriptive sentences with the verb "to be"


In this activity the learners will create spoken and written interesting sentences about Autumn using nouns,adjectives, common verbs, a conjunction and possibly an intensifier.

Your learners will need to have access to bilingual dictionaries and will need to be moving on or advanced primary language learners.They will be  at a stage where as a class you are exploring adjectives and agreement and  parts of verbs to be and to have.You could take this further and explore common regular verbs in the present tense associated with Autumn too.

Each type of leaf represents in this activity part of a sentence: 

Nouns associated with Autumn or Harvest time

The verbs "to be" and "to have" and /or verbs about harvest time

Adjectives to describe Autumn

Intensifiers and conjunctions to make our sentences more interesting

• Discuss with the children what each leaf shape represents.
• Write on the whiteboard clearly a sentence in the target language about Autumn which uses the following:

noun,verb,adjective,conjunction, noun, verb intensifier ,adjective

(e.g. the apples are red and the apples are very sweet)

(e.g.the birds fly fast,but the hedgehogs are very tired)

• Read the sentence aloud for the chldren .Can the children identify what type of sentence you have written- does it compare two Autumn objects or does it give more than one descriptive detail about a Autumn object?
• Can the children help you to read aloud the sentence and then identify which leaf shape represents each of the part of the sentence.Place each leaf shape above the correct part of each part of the sentence.
• Give the children time to re-read the sentence and to try to remmeber it.Cover spme of the parts of the sentence with the leaf shapes.
• Can the children say the sentence to a partner and remmebr what is behind the leaf shapes?
• Can the children write out the sentence?
• Share with the children a leaf shape sentence like below:

• Can the children create their own interesing Autumn sentences which follow the leaf shape sentence structure ?
• Ask partners to check each others sentences
• Now ask the children to draw and write out their sentences ,placing the words in the correct leaf shapes they draw. 
• Now you have your Autumn sentence tree drawings ready to go up on an Autumn sentence tree display.

  

Autumn descriptive sentences with the verb" to be ".

It's just a pile of Autumn leaves- or is it? In this pile are many messages both spoken and written.Let's explore!

Take a variety of Autumn leaves and create explorations of sentence structure and creative comparisons! Here is the second blog post....Take a look here at the first blog post Autumn word sort and game
 My Autumn leaves pile allows us to explore sentences and to say and write sentences of our own and create a decriptive comparison of Autumn.

Each leaf shape represent a structure within a sentence.
In this activity the leaf shapes represent the following:

An Autumn noun: a leaf,fruit (s), vegetable(s), animal connected with Autumn (e.g squirrel,hedgehog,bird)

Part of the present tense of  the verb "to be "  in the target language

An adjective to describe our Autumn noun

You may at this point want to play the gathering game from the previous blog post Autumn word sort just  to gather nouns and adjectives and as a class to identify parts of the verb "to be" and the verb "to have".

Autumn twig sentences 

Can the children on mini whiteboards write their own Autumn sentences: a sentence using the verb "to be"  (noun,verb,adjective)

The sentence can be checked orally with a partner or the class and then the children can transfer their spoken sentences to their own visual display sentences.These are twig sentences to go on our class display of the verb "to be " Autumn tree.Take a look here:

The Magic Roundabout,practising French language and culture

Recently I was inspired by the title of a whole school focus "The Secret World of Toys" posted on a Facebook page I subscribe to.
What a brilliant idea!
I am busy creating Cross Curricular and Creative Units for our VLE .More details here should you be interested Primary Languages Network Limited

A few years ago Emilie and I took a look at the "Magic Roundabout" with a class here in Warrington, as part of her work on a 1960s project.A gift really as it is a French cartoon and story!

We met the characters in French and built simple personalities for the characters.Then just as luck would have it on a holiday in France I came across meringue Dougal cakes for sale in the market! Here was Polux .....an authentic French cake and an authentic French character from a children's TV programme!!

Then I came across this wonderful song!



So now I have a sequence of lessons- from joining in with a song,to simple conversations to more challenging spoken and written activities and a bit of cake making and culture in there too!

• Practising the song for the magic roundabout for a class assembly- maybe adding actions and puppets! 
• Creating a display in English and French about the magic roundabout
• Designing Magic Roundabout paper puppets using my paper puppet design and holding simple conversations.Take a look at my blog post Paper puppets with a purpose ...but obviously creating Magic Roundabout characters!
• Creating character descriptions or profiles of each of the characters in French
• Creating a new character for the Magic Roundabout - name, age , physical description and personality, likes and dislikes
• And don't forget creating French meringues in the shape of the characters! Here is the photo I took of Polux!

Spooky goings on at Evermoor! Familiar target language use in a new context!

What a gift for local teachers near to the town where I work and potentially a gift for lots of the UKS2 language teachers out there! 
Take a look at the clip here embedded in the Newsround website about  Evermoor Disney Series Warrington
Disney has come to Warrington!
We can use this link in lots of ways in our work in languages this term .......

The launch of this series could allow us to set up learning opportunoties where our young language learners to explore their ability  to use familiar language in a new context. 

Getting to know you: actor profiles of these young actors above, especially as one of the lead actors comes from Worsley in Manchester!

A tour of Arley Hall - as this is in Warrington and is being used as the setting for the Evermore series!

• Lets' set up a fact guide about the history of the hall .
• A family tree about the family that has lived here.
• A floor plan guide of the hall .
• A spooky haunted house guide to fit in with our Year 6 Autumn 2 focus
• A voice over using Tiny Tap APP to hover over different windows and explain which room is insoide and what you will find in the room.

Describing an imaginary spooky village: In the Newsround article we find out that Arley Hall sits in an imaginary "spooky" English village ..... so now we can take simple language about describing a town and add a spooky twist .

This will fit so well with our Y4 and Y5 autumn 2 focuses and fits in nicely too with Halloween and all things spooky!

For me it's an opportunity to act out spooky roleplays between shop keepers and residents of the village.

For others it will be an opportunity to design the map of a spooky town or to hunt the magical owl from the series with treasure map instructions and clues around the town.

A spooky owl ! This owl can change in to a human and can speak! We could create other spooky animals witgh mystical powers too!  

Great to use a current topical TV programme to allow our young language learners to explore their ability  to use familiar language in a new context. 

Let the Maori Masks Speak!

The Rugby World Cup starts on 18 September and as Warrington is just down the road from Manchester, one of the cities hosting matches for the competition, it is a brilliant opportunity to celebrate the sport and languages. 
For European Day of Languages (the week after the start of the Rugby World Cup) this year our theme is "Faces tell a story" and that's why I have specifically singled out "Maori Masks"as a starting point.

Take a look at the mask - just what is the mask telling us?


I selected this mask because of the markings and the shape. I wanted a mask that was long and almost oval like a rugby ball and I wanted a mask that had markings which could be seen as pencil or pen marks or brush strokes.

We can explore commands linked to physical and sporting actions and create Maori masks that speak for us.

Before you start:Set the scene
Discuss with the children the game of rugby and the physical actions that take place on the pitch (throwing a ball, catching a ball, sliding across the ground, tackling,lifting up players, jumping over ,scoring a try).
Note down the verbs as you discuss or share these .Can the children identify these words as parts of verbs? Can the children help you to make commands of these words in English?

Step One 
In the target language explore using physical actions and the key commands,the sound of the words, the action associated to commands and the shape you may make to complete the action,using commands such as:

throw/catch/jump/bend/run/lift/score/slide

Step Two

1. Working with a partner,ask the children to create one flowing physical sequence of movements, using ansd saying the target language commands you have practised.
2. The children could add the use of percussion instruments to represent the physical movements too. (I can think of colleagues I work with , who would develop this activity further and create dance sequences using the target language, the movements and percussion instruments).
3. There is an opportunity here for volunteers to share their sequences with the class.  

Step Three

1. Share with the children the Maori Mask picture.
2. Explain that the masks tell a story and pass on a message.
3. Share with the children some simple pencil or felt tip markings on a paper oval face shape of your own.These markings must represnet two or three of the commands you have practised with the children .Can the children guess which command each marking represents? 
4. For example you may have a swirly marking with an arrow upwards to represent "lift"  or an exclamation mark to represenet "score " etc.

Step Four

1. Give out pencils or felt tips and A4 card.
2. Ask the children to draw a large oval shape on the card.
3. Can the children design their own Maori masks with markings in pencil of felt tip that convey the sound of the words, the action associated to commands and the shape you may make to complete the action that you have been exploring.

Before the children add the actual written word, can another child in the class look at the mask and from the pencil markings identify which command each marking represents?

Now ask the children to add the letters of each command in a different coloured pen along the marking they have selected for the actual command.

One more possible step :A Group Command Haka Performance

• Create simple masks of the card oval Maori mask drawings.
• Can the children in groups of six create a sequence of movements using spoken target language words,where each child individually says and acts out their commands as they have explored and drawn them?
• The children can decide whether one group member is in charge of percussion instruments too!
• Children can perform these "command hakas" for the class or for a class assembly. 

  

Let's open the window on the target language World

I love buildings and I love doors and windows.I like to imagine who may be behind the door etc.
With our more advanced learners at the start of the academic year it is a great opportunity to get them talking again! 
Let's give them a picture stimulus for this!



Here are  some photos I have taken this year in France and Spain that we are going to use to get our children using prior knowledge in the target language in a creative way!

All the pictures involve the children pretending to open a window or a door to reveal the person behind the door and create the character.
Just who is behind the door or the window?

This activity and the picture stimulus is a great device to focus on grammar from the previous year.






We can ask the children to use adjectives to describe the person behind a specific window or door.
We can ask the children to use verbs to allow the person behind the window or the door to explain what he/she is doing or whet he/she likes to do
We can use questions and answres to find out more in the first and secind person singular about the person behind the window or door.

All the children need to do is open the door or window of their choice and create the imaginary character behind the door or window! 
Let them stick the picture in their record books and ask them to cut round three sides of their chosen window or the frame of the door and add a drawn sketch of their imaginary person or creature behind the closed window or door.




This can be a spoken activity or it could be a written text ........
Great fun and creative use of language at the same time and an opportunity to revisit and re-use language and structure from prior learning.

Daisy Chain Clauses and Conjunctions

This idea has been on my list to write for quite a while now! 
I have selected a daisy chain because it reminds me of Summer.It's now that we have the opportunity to assess what our moving on learners can  say and write.

They are going to write about their likes and dislikes with nouns and adjectives and use conjunctions to join their sentences together.

Take a handful of conjunctions in the target language:in French let's use "mais,et, car, pourtant,"

• First let's physically feel and make the sentences.
• Ask the children to make a list of favourite things - using nouns thye know for foods,clothes,animals or finding new nouns in the bilingual dictioanry 
• Now ask them to list adjectives ,two per nun thjat they would use to describe the nouns they have sleected.
• Ask them to think about the adjectival agreement with these nouns.Are the nouns masculine, feminine and in German neuter? 
• Do they need to use each of the nouns in the plural or singular?
• Ask then to check their adjectival agreement against the criteria above.

A physical daisy chain
Now it's palm of your hand time.
You make daisy chains with your hands so we are using our hands as the physical planner for the daisy chains we will make later.

• Ask the children to open up the palm of their left hand and wiggle their fingers.
• The index finger on the right hand is their pen with invisible ink!

• Each finger and the palm of  the left hand represents a key part of the sentence

Thumb- personal pronoun 

Index finger verb

Middle finger noun

Ring finger first adjective

Little finger second adjective

Palm of your hand conjunction

• Ask the children with the index finger on the right hand to touch each finger on the left hand as they say their physical sentence to themselves quietly.
• Now they need to add the conjunction in the centre of their sentence by drawing a circle in the plan of their left hand with their imaginary pen and the index finger of the right hand.
• Can they now add the next part of their setnece - using their fingers again as the prompts for the parts of the sentence?
• They may need to reorder their finger roles if they use in French adjectives that precede the noun.
• Once again they add their conjunction and move on to make their next physical clause in the long sentence.
• If they can they should make five  clauses using the four conunctions.

A visual daisy chain!
And now they can make their daisy chains.

The centre of the daisy is the picture of the item- the noun they like.

There will be 5 petals on each daisy .One for the each a part of the sentence and the green stem of each daisy is the conjunction leading to the next daisy .
Now you have your daisy chain!    

Tea bags full of adjectives and flavour!

Today,whilst training teachers,we explored creative ways to expand my blog post ideas on hilding a cafe conversation based on a Mad Hatter's Tea Party!
One of the ways we explored ,was based on the work we did earlier in the CPD session on adjectives and looking for adjectives in the bilingual dictionary and thinking about the agreement of adjectives.
There are two levels to this creative activity.....

• First of all each child needs a tea bag- made of paper, folded like a tea bag with an opening at the top- wide enough to pop a  small strip of card through
• The children also need access to bilingual dictionaries.

Level One 

Each child has to create an original "fantastic" tasting tea!

In French and Spanish the noun is masculine - so this makes it ideal for  level one activities,as there is no agreement required.

All our children need to do is to think of persuasive and exciting adjectives in English e.g. refreshing, sizzling, tingling, sharp, spicy

They  need look up these adjectives in the english section of the bilingual dictionary.

Cross reference the adjectives in the target language section of the dictionary to check meaning.

Write each adjective on a small strip of card - one per adjective ,making the written adjectives look the meaning of the word.

Now they have their words to describe their  fantastic tea! 

Adjective by adjective they need to squeeze out the tea bag ( take out each word and create a fantastical sentence about the tea in whichever target language you teach:

" the tea is sizzling, spicy and fruity"  

Now they can create their own drawing of their tea bag with symbols on the bag to explain each fantastical part of their drink of tea and the sentence written under the tea bag itself!

Level Two 

In French and Spanish , a cup of tea has  a feminine noun! 

So now each child can follow the activity described in the stages for Level One ,collecting adjectives and writing them on cards and putting them in their paper tea bag containers.

The children then hand their tea bags and adjectives to  a second child in the class.

This child has a template of a cup of tea:

The second child empties the tea bag of its card strips and must write the adjectives on the tea cup with correct adjectival agreements to match a feminine noun in the target language!

Now can they use  the adjectives to create a complete sentence in the target language? e.g "the cup of tea is fruity,sparkling,warm and refreshing!"

They can now make a poster to advertise their cup of tea with a complete sentence.

And finally can they remember their sentence and act it out for the class to try and sell this fantastical cup of tea top the class?