Sunday, 26 February 2012

Exploiting vocab lists - going beyond the vocab test

This is a version of a page from the site:

Thanks to colleagues who have suggested some of these ideas.

Many of us work with text books which contain lists of vocabulary. Vocab learning can be a pretty dull task to do and an uninspiring homework to set. Then you have to deal with the students who do not do their learning or who simply cannot set words to memory very easily. Doing a vocab test of the traditional kind has its uses, of course, but I find them dull to administer and they work best only with the brightest classes.

By the way, I used to doubt the whole value of vocab learning, believing that vocab was acquired by regular use rather than by rote learning. Without entering a debate on conscious versus unconscious learning in language learning, I now believe that learning by heart can have a place. Put simply, consciously learned vocab can make the crossover into one’s “acquired” competence (despite what Stephen Krashen would claim!). Needless to say, we need to revise vocab from one lesson to the next, otherwise most children will forget words.

So what can we do with lists of words apart from telling a class to go away and memorise them?

Jan Baker, Ann Pendray, Anne Jackson and Sue Chalmers and kindly sent me their ideas, to which I have added my own.


1. Think of it as a challenge not a chore – attitude is MOST important – you need to WANT to learn them.
2. Read the words in silence several times – then try & do a memory test – how many can you do without looking?
3. Cover the words and test yourself – or get someone to test you.
4. Use a word fan – make a fan (fold the paper several times) & write the English on one side/French on the other & so on.
5. Concentrate on the difficult words & link them to something you know eg. clay keys (the word for key is clé – pronounced clay).
6. Write the words out over and over – English with French and vice versa – do more and more from memory each time.
7. Make up a rhythm – tap out the words as you say them.
8. Record the words onto tape.
9. Listen to them over & over from the tape.
10. Try and spell out the words with the French alphabet.
11. Remember what you teacher tells you about them – think about what was said in the lesson – read your notes as well.
12. Try and make the words rhyme or make up a rap.
13. Read the words out loud – fast/slow/loud/quiet.
14. Break up the words – mus/ique prof/es/seur.
15. Invent a song/poem with the words in.
16. Sort them by gender/groups/patterns – fruit/vegetables/which adjective follows which rule or colour code them.
17. Group them alphabetically.
18. Jumble up the letters & try & rearrange them in the correct order & then give the English.
19. Draw the words & label.
20. Write out the words with letters missing – vowels? – then gap fill.

Demand written evidence of how the pupils tried to learn e.g. wordsearches, look cover sheets, cards, fans etc. Encourage them to set themselves a test and bring it in. Some pupils may put up lists on back of toilet door etc. Pupils who work really hard may improve their test marks by using a different method. You can test using mini whiteboards or through team games rather than giving individual marks. You can raise the status of vocab learning by talking about the processes involved with children.

How about listing games? For example, first group to list 5/10 fruits/sports/types of
house etc. Or you can have a competition where the winner is the first group to guess the same five fruits/sports etc which you have on your own list. It’s not particularly fair but can be fun and very competitive.

“Running reporter”: a vocab list is put somewhere far away (e.g. back of class). In teams of two, one student runs to the list and tries to memorise as many and as accurately as they can and then run back to report to the team mate who then writes it down. The runner is not aloud to write! They then swap and the other student runs to the list to do the same. First pair to finish list all correct win.

From Elsa Carnoy:

A nice way to pair test vocabulary is to ask each student to write ten words in english from the list they had to learn (they can use their list so it makes them revise). Past the list to partner and each translate their partner’s list. Then they check their partner’s translation with the book again. They enjoy it and can be quite mean at giving difficult words to their partner!

My own ideas for the classroom

Read aloud vocab list to class. Students repeat. It seems obvious, but speaking aloud words can help fix them in pupils’ minds. You can make this fun (and improve pupils’ pronunciation) by whispering, raising the voice, creating a rhythm or even singing. Pull faces, get the class to watch your lips.

After an initial run through, pupils can try to quickly memorise as many words as possible. Most pupils are good at short term memory tasks and see them as a challenge. Use translation both ways.

Then get them to cover up the target language words. You then supply the first syllable or sound of a word and they have to complete it with the rest of the word. This can be amusing. Pupils can produce their rsponses orally or in writing.

Then do the same, but supplying the last sound or syllable of the word. Maybe save this to the next lesson.

For lists of concrete items pupils can use mime or gesture in pairs. One pupil mimes while the other guesses the word. Pupils enjoy this.

Give oral definitions of words. Students write down the answers. This is harder, but provided good listening practice.

Play word association. (This can lead off into all sorts of directions, but works well with large fields of similar vocab e.g. food and drink.)

Make up anagrams of words. Alternatively, pupils make up anagrams to test their partners.

Make up a code-breaking task for the class. There are examples on this site.

Get students to make up a simple crossword or acrostich.

In pairs each person has to give a word from the list. The first person who cannot think of a word loses.

Aural anagrams: spell out words in the wrong order, pupils have to work out the word. Gets competitive.

Makevoneoenormouscwordafrombtheulistlyouahaveisetrtheeclass. Place added letters between the words. the added letters could spell out another word.

So, if a class is not good at learning vocab at home, cut your losses and focus on learning in the classroom.

Saturday, 25 February 2012

TV5 Monde -

For some reason I have neglected this fantastic site for too long. TV5 Monde have made available an enormous number of exercises suitable for advanced level students. There are video reports, comprehension tasks and even grammar exercises, on a vast range of subjects, most of which would suit students in their final year of French at high school.

Just to give you a flavour: have a look at the “Cités du Monde” section where you select a city and then choose from a menu of activities, including listening comprehension, reading comprehension and grammar. The activities are graded by difficulty level, but don’t be fooled, even the ones labelled “élémentaire” are really of advanced level as the recordings are authentic interviews. With each recording there are interactive activities, usually multi-choice, but with detailed feedback when you get an answer right or wrong. Lots of good work has gone into this material.

Within the “Actualité: Infos d’Europe” section there are activities on economics, the environment, health, France and the EU, education, air transport, security and justice. Open up the health topic and you’ll find two reports, one on anti-tobacco laws and one on obesity.

If you try the “Gastronomie” section you’ll see a menu of countries. When you open Brazil, for example, you are offered three video clips, two on specific dishes, one an interview with a Parisian chef.the latter includes exercises at three levels, the first being multi-choice, the second gap fill and the third higher level multi-choice.

In the “Vie quotidienne: un jour en Europe” section  you’ll find the same format – three reports with differentiated exercises.

There’s plenty more too. The site has its own very good dictionary, there's an iphone app and quizzes.

When I tried the site out the other day with an AS group they found the level of the recorded material acceptable and were fully engaged for thirty minutes. On our school connection the quality of video and sound was very good, though there was a slight delay with responses and feedback to the interactive tasks. You would also have to say that some of the topics are rather esoteric, but it doesn’t do any harm to get away from the usual A-level specification topics. We teachers tend to be too slavish to the specification.

Sunday, 19 February 2012

So predictable!

The French presidential election is taking a predictable course. In a recent Harris poll Sarkozy was sitting on 24% with Marine Le Pen (Front National) not far behind on 20% for the first round. Needless to say, Sarko's first priority is to not do a Jospin and get beaten in the first round, so he is cosying up to right-wing voters by, for example, coming out (if I can say that) against gay marriage, gay adoption and votes for foreigners in local elections. If he makes it to round 2, his language may soften a bit and in any case we are bound to see him play the experience card. He has been a man for a crisis, serious, out there with Merkel on the European stage, protecting France's long term interests.

Photo by Robin King from
Meanwhile, François Hollande (on 28% in that Harris poll), whilst promising the Earth to left-leaning voters, is playing the man in the street card, which he has to given that he has remarkably little experience for a presidential candidate. Will he seem presidential enough? The eminently sensible, centrist François Bayrou will no doubt get squeezed in the middle and fail to make it to the second round.

So it will come down to Sarkozy's unenviable record, the force of the "time for a change" rhetoric (le changement is already to be seen on Hollande's posters - yawn), Sarkozy's experience, Hollande's lack of it and, when it comes down to it, are the French willing to turn a blind eye to their dislike for Sarko and take a risk with the genial but untested Hollande.

The polls don't look good for Sarkozy at the moment, but these contests between left and right are historically tight.

By the way, the photo refers to Karcher because you may recall that Sarko once suggested cleaning up the racaille ("scum") of the suburbs with a jet washer. Not his proudest moment.

Version française

 L'élection présidentielle française suit son cours prévisible. Dans un récent sondage Harris, Sarkozy était à 24%, Marine Le Pen (Front national) pas très loin derrière à 20% pour le premier tour. Il va sans dire que la première priorité de Sarko c'est de ne pas "faire un Jospin" en étant battu au premier tour, alors il fait de son mieux pour plaire aux électeurs de droite, par exemple, en se prononçant contre le mariage gay, l'adoption homosexuelle et le vote des étrangers aux élections locales. S'il arrive sain et sauf au deuxième tour, son langage pourait s'adoucir un peu et en tout cas nous le verrons jouer la carte de l'expérience. Il sera l'homme à la hauteur de la crise, sérieux, bien visible côte à côte avec Merkel sur la scène européenne, prêt à défendre la France contre le tourbillon économique.
Pendant ce temps, François Hollande (le 28% dans ce sondage Harris), promettant la lune aux électeurs de gauche, joue la carte de l'homme ordinaire. Il le faut bien  étant donné qu'il possède remarquablement peu d'expérience pour un candidat à la présidentielle. Semble-t-il assez présidentiel? Le très raisonnable centriste François Bayrou sera sans aucun doute coincé dans le milieu et ne passera pas au deuxième tour.

Alors ce sera le bilan peu enviable de Sarkozy, la force du langage du changement" (Le Changement se lit déjà sur les affiches Hollande - quelle barbe!), l'expérience de Sarkozy, l'inexpérience de Hollande et, bref, la volonté des Français de s'aveugler de leur aversion pour Sarko et prendre un risque avec un Hollande génial, mais non-testé.

Les sondages ne sont pas actuellement favorables pour Sarkozy, mais ces concours entre gauche et droite sont historiquement serrés.

En passant, la photo se réfère à Kärcher parce que vous vous rappellerez peut-être que Sarko avait déjà proposé le lavage au Karcher de la racaille de la banlieue. Ce n'était pas son plus beau moment.

Friday, 17 February 2012

Key developments in language teaching

What have been the key developments over the last few decades in language teaching?

Here is my top ten, not in rank order. Yes, it had to be ten. Feel free to shoot me down in flames. As a group game you could rank them!

1. The near death of grammar-translation.
2. The invention of the tape recorder and language laboratories.
3. The rise and fall of audio-lingualism.
4. The widespread growth of "direct methods" or "oral-situational approaches".
5. The rise of authenticity of resources.
6. The rise of the communicative approach and information gap.
7. The four skills approach. Focus on speaking and listening.
8. The arrival of the computer and the internet.
9. The rise of generic formative assessment techniques.
10. Eclectism and the resurrection of grammar.

Wednesday, 15 February 2012


Apparently, 45% of England's secondary schools are now academies, with the DES's financial sweeteners and propaganda campaign through social media continuing to exhort schools to detach themselves from local authorities. What we are witnessing is a gradual privatisation of the education system. It is currently illegal for schools to be run on a for-profit basis, but it won't be long before sponsored chains of schools cream off public funds for the benefit of their investors. Meanwhile schools are directly accountable to central government through Ofsted. I am struck by how all this is happening with remarkably little fuss beyond the columns if The Guardian. The Labour party, still in thrall to the Blairite competition ethic, looks like a rabbit stuck in the headlights.

Is there a case for academies? Although very recent research suggests early adopting academies in poorer areas have done a little better than equivalent community schools, it may be too soon to judge whether results will fall or rise, since so many schools have only recently converted and it will take a few years for any change in practice to make its mark. Evidence from Sweden and the USA is not promising, however.

Chains of academies do allow for the sharing of best practice, but why has it been necessary to take local authorities out of the equation to bring about cooperation? Local education authorities have encouraged a good deal of cooperation through subject leader meetings, heads' meetings, inspector advisors, online sharing of resources, school improvement partnerships and the like. Academies are experimenting with new ideas such as longer days, but there is nothing to stop community schools going beyond fossilised practices. Leadership is key and academies have no monopoly on good leadership.

The current reforms look suspiciously driven by dogma and a desire to reduce public spending in the long term. Remember: Conservatives have wanted to take power away from LEAs for years. If you want an analogy, just think of the NHS reforms. Academies have little to do with localism or freeing up teachers and leaders to be inventive. It is easy to foresee a time when the bulk of schools are run by private companies financed by shareholders. Local accountability will no longer exist, working conditions for teachers will deteriorate, salaries could be squeezed with no national bargaining, whilst executive heads earn inflated salaries.

In the meantime there is no evidence standards will rise as professional development budgets are squeezed. As formative assessment guru Dylan Wiliam argues, standards will only rise with better teachers, not new structures and systems. Michael Gove is taking a huge risk with this rapid reform. One consolation is that teachers will continue to do their jobs, whatever the school structure they work in. Achievement will probably hold its own, whilst teachers see their working conditions eroded. The privatisation of England's school system is a sign of the times. The post-war social consensus is long over.

Tuesday, 14 February 2012


Our school recently went through our latest Ofsted inspection, under three years since our last and, once again, in the vanguard of schools inspected under the latest framework which focuses on just four areas: achievement, teaching, behaviour and safety, and leadership and management. To use those familiar footballing metaphors, goalposts are moved again and the bar is raised. I cannot yet say how we got on, but I can offer a few reflections.

Although everyone wants to do well, most of the pressure falls upon the Head and SLT. The pressure to be "outstanding" is high. The staffroom becomes a place of greater mirth, an "us and them" spirit is pervasive and we enjoy a greater than usual feeling of solidarity. One of the commonest questions is "Have you been observed?" Staff recount how lessons went and how they found each inspector. Teachers try harder than usual, write more detailed lessons plans, though many teachers are not observed at all. Inspectors are under as much scrutiny as teachers and pupils, and we don't always agree with their judgments. Indeed, we take pleasure in disagreeing with them. Meanwhile pupils rise to the occasion and do their best to support their teachers.

These days there is no sense of collaboration with the inspection team, as there once was when the inspectors were greater in number and had more time to talk and give feedback. The latest time-pressured, two day system puts greater pressure on both school and inspector and I was left thinking that they have a pretty grotty job. The recent frameworks also mean that the Ofsted team have too little time to really get to know the school. I was surprised to learn that they are only paid for the two days of inspection and do no preparation before the event. They have a pre-inspection document, shared with the Head, which gives them a steer for the inspection. There is considerable emphasis on any weaknesses highlighted in the last inspection.

Current priorities for inspectors include literacy, numeracy, bullying, assessment for learning and, apparently, teachers talking less. They talk a good deal to students and offer feedback to individual teachers. Middle leaders get to speak to inspectors too.

What about broader issues? We are told that the government believes in greater localism, yet we are still accountable, via Ofsted, the central government, not the local community. In addition, as more and more schools decide to become academies, financed directly from London, accountable to the Secretary of State, not the local authority, the local community is taken out of the loop completely.

I do believe we need a measure of public accountability, but I would sooner see us accountable to the local community, inspected by a local school board working with nationally agreed criteria. Inspection should be tough and probing, but it could also be collaborative. Inspection is currently something which is "to you" not "with you". Furthermore, the current top down system dictates the direction a school subsequently takes. The school's development plan has little to do with the objectives a school may like to set itself, much more to do with those priorities dictated by Ofsted, i.e. the DES.

Would we do our jobs better or worse without Ofsted? Not sure, but the money spent on Ofsted would be better spent on teacher improvement.

Friday, 10 February 2012

About closing down university PGCE courses

In a recent blog post Donald Clark gave seven reasons for slashing university PGCE courses. In attacking such courses he is supporting government policy which aims to close down courses and move teacher training into schools to an even greater extent.

One of Donald's seven reasons was:

The drift towards ‘University-led’ courses had loaded these courses up with irrelevant theory that has no real bearing on the practice of teaching. A good example is Abraham Maslow, a staple in teacher training, yet of no use to anyone in terms of what they’re actually asked to do in schools."

I can only talk (with relatively little knowledge, I confess, though I have supervised trainees and picked up anecdotal evidence) about PGCE courses in modern languages, but I suspect what I say could apply to other subject areas. I am slightly concerned that trainee MFL teachers do not get enough theory. Apart from learning something about the general psychology of learning and the history of education, I consider it important that young MFL trainees get a solid grounding in theories of second language learning. Anecdotal evidence from forums and personal acquaintances suggests to me that this is not always the case.

Do all MFL trainees learn about the history of language teaching movements? Do they learn about behaviourist and cognitive theories of learning? Do they understand arguments for and against grammar-translation or audio-lingualism? Do they consider the limits of natural or direct methods? Do they look at learning versus acquisition? Do they study communicative theory, the comprehensible input hypothesis, the monitor model, suggestopedia, whole body approaches or the oral approach? Do they learn about phonetics and phonology? Do they study syllabus design?

If they do not, then they are missing out on some basic theoretical underpinnings of their practice and may not fully understand why they are teaching in such and such a way. I would go as far as to say they are full professionals in the best sense. Whilst I would accept that, in the end, teaching a language is often a pragmatic exercise where you use what works, and that many of the generic techniques of teaching, including effective assessment for learning, also apply to language teaching, it is also crucial to have a grasp of the pros and cons of different approaches and methods.

If we move teacher training out of universities and into schools, then we risk losing a great deal. The current balance of school placements and time in university to reflect and learn seems broadly appropriate to me. We just need to make sure that that the content of university PGCE courses includes enough theory of the right type, that courses are large enough to be economically viable and well taught by a range of well qualified people with a solid academic base of educational and second language learning knowledge.

Friday, 3 February 2012

Language learning: for business or pleasure?

It is a sign of the times that arguments for learning a foreign language are so often framed in utilitarian terms: will knowing a language get me a job? The economist Lawrence Summers recently argued in the New York Times that there will be less use for foreign languages as English dominates business more and more and people use technology to translate. I liked this response from Marcelo  M. Surez-Orozco:

I enjoyed this line: "Learning a foreign language is about a way of being in the world, not about getting the next deal done."

Britain, we are told, suffers economically because of our shortage of linguists. Research will indicate that language graduates are less likely to be unemployed. I have no doubt that is all true and I, like many fellow teachers, tell students that learning a language will help them in the job market. I somehow doubt, however, whether this washes very much with kids. They might accept that it is true, but I don't think it is likely to persuade them to take a language rather than, say, a science subject.

It is much more likely that, in later life, our students will derive other benefits from learning a language. They will travel, converse, socialise, read, watch films, listen to music; they'll do all sorts of things they enjoy through the medium of a foreign language. Maybe we should talk more about these things with our students, explaining why our lives have been so enriched by language learning. We should tap into the social and affective, not the economic and acquisitive.

Thursday, 2 February 2012

Un match de tennis oral

I don't often blog about individual lessons at school, but I'd like to share this resource which went really well with a Y10 class of pupils of reasonable ability (GCSE grade B/C standard). It's a tennis match activity with questions using a resource I made for It's nice when pupils say "Can we do that again?" You could use the resource with any good class from Year 9 to Year 11.

Students work in pairs and each have a list of questions to ask their partner. They score the activity like tennis. Partner A "serves" a question and partner B tries to answer. If partner B cannot answer the point goes to the server (15.0). If the partner can answer, the server wins the point (15.0). Each student has the answers to their questions, so it is easy to keep score. Advise them to keep a written note of the score. You can teach the French system of scoring including "deuce" (40 à), avantage, jeu and set. And so on until the game is won. The pairs keep playing until time runs out. Today the class kept speaking for nearly 30 minutes, almost all in French (since there is barely any need at all for English).

It is important to provide a mixture of questions, some easy, some hard. In general the advantage is with the returner of serve (unlike the real game) because you want pupils to have success. in answering the questions.

What do the students get from it? Lots of speaking (largely reading aloud), plenty of enjoyment, a very competitive sprit, increased cultural and linguistic knowledge. Observing the pupils at work it was gratifying to see them supporting each other when necessary.  It works very well indeed and the teacher's only role is the answer the odd question and generally encourage. Here are the questions I used:

MATCH DE TENNIS                                                        Personne A

Score the match like tennis. Every question is a serve. If your partner doesn’t know the answer you win the point. First to take set wins or best of three sets.

1.       Donne une couleur qui commence par R. (rose, rouge)
2.       Donne un animal  la maison qui commence par L. (lapin)
3.       Quel est le contraire de grand ? (petit)
4.       Quel est le contraire de long ? (court)
5.       Comment s’appelle une personne qui travaille dans un hôpital ? (docteur, médecin, infirmière)
6.       Quel moyen de transport commence par V ? (la voiture, le véhicule, le vélo)
7.       Quelle matière au collège commence par H ? (histoire)
8.       Quel est le contraire de gros ? (mince, maigre)
9.       Quelle est la capitale de l’Angleterre ? (Londres)
10.     Comment s’appelle la cathédrale célèbre de Paris ? (Notre Dame)
11.     Quel sport est-ce qu’on peut jouer avec un ballon ovale ? (le rugby)
12.     Comment s’appelle un magasin où on achète du pain ? (la boulangerie)
13.     Où travaille un mécanicien ? (garage)
14.     Donne le nom d’un fromage français qui commence par C. (Camembert)
15.     Donne une couleur qui commence par V. (vert, violet)
16.     Quel animal est plus grand : un hamster ou une souris ? (un hamster)
17.     Un facteur – il distribue du lait ou des lettres ? (des lettres)
18.     Est-ce qu’un crocodile est méchant ou mignon ? (méchant)
19.     Quel temps fait-il en France en été ? (beau, soleil)
20.     Qui est le père de ton père ? (grand-père)
21.     Qui est le frère de ta mère ? (oncle)
22.     Quelle est la capitale de la Belgique ? (Bruxelles – must say it properly)
23.     Où est Montréal? (Canada)
24.     Quelle langue est-ce qu’on parle aux Etats-Unis? (anglais)
25.     Quelle langue est-ce qu’on parle en Italie ? (italien)
26.     Quelle langue est-ce qu’on parle en Chine ? (chinois/mandarin)
27.     Donne une couleur qui commence par N. (noir)
28.     Comment s’appelle le site web social le plus célèbre ? (Facebook)
29.     Quelle ville est plus grande : Toulouse ou Marseille ? (Marseille)
30.     Donne deux sports qu’on joue avec une raquette. (tennis, badminton, squash)
31.     Quelle matière concerne le passé ? (histoire)
32.     Quelle matière concerne les plantes et les animaux ? (biologie)
33.     Qui est la sœur de ton père ? (tante)
34.     Dans quel magasin est-ce qu’on achète de la viande ? (la boucherie)
35.     Quel est le sport national du Canada ? (le hockey sur glace)
36.     Quelle fleur est le symbole de l’Angleterre ? (rose)
37.     Est-ce qu’un hippopotame est méchant ou mignon ? (méchant)
38.     La Loire : c’est un fleuve ou une montagne ? (fleuve)
39.     Comment s’appelle le fleuve qui passe par Paris ? (la Seine)
40.     Quelle langue est-ce qu’on parle en Espagne ? (espagnol)

MATCH DE TENNIS                                                        Personne B

Score the match like tennis. Every question is a serve. If your partner doesn’t know the answer you win the point. First to take set wins or best of three sets.

1.       Est-ce qu’un tigre est méchant ou mignon ? (méchant)
2.       Donne une couleur qui commence par M. (marron, mauve)
3.       Mont Blanc : c’est un fleuve ou une montagne ? (montagne)
4.       Quelle ville est plus grande : Bordeaux ou La Rochelle ? (Bordeaux)
5.       Donne un animal à la maison qui commence par P. (perruche, perroquet, poisson)
6.       Comment s’appelle le grand stade à Paris ? (le stade de France)
7.       Dans quel magasin est-ce qu’on achète des livres ? (une librairie)
8.       Qui est la mère de ta mère ? (grand-mère)
9.       Où travaille un docteur ? (un hôpital)
10.     Quel moyen de transport est plus rapide : un train ou un avion ? (avion)
11.     Quelle langue est-ce qu’on parle en Allemagne ? (allemand)
12.     Berne est la capitale de quel pays ? (Suisse)
13.     Donne une couleur qui commence par B. (bleu, brun)
14.     Quel animal est plus gros : le lion ou le tigre ? (le tigre)
15.     Le Roquefort : c’est un vin ou un fromage ? (fromage)
16.     Quelle matière au collège commence par A ? (anglais, astronomie)
17.     Quel moyen de transport commence par A ? (avion)
18.     Quelle matière concerne l’algèbre et les équations ? (maths)
19.     Quel sport est-ce qu’on fait à Roland Garros à Paris ? (tennis)
20.     Donne un fruit qui commence par P. (pomme, prune, pamplemousse)
21.     Donne un poisson qui commence par T. (thon, truite)
22.     Quelle langue est-ce qu’on parle en Grèce ? (grec)
23.     Quelle ville est plus grande : Lyon ou Bordeaux ? (Lyon)
24.     Donne un animal en Afrique qui commence par G. (girafe)
25.     Quel est le contraire de court ? (long)
26.     Quel est le contraire de blanc ? (noir)
27.     Dans quel magasin est-ce qu’on achète de l’aspirine ? (la pharmacie)
28.     La Dordogne : c’est un fleuve ou une montagne ? (fleuve)
29.     Dakar est la capitale de quel pays ? (Sénégal)
30.     Donne un légume qui commence par H. (haricot)
31.     Donne TROIS animaux qui commencent par CH. (cheval, chien, chat)
32.     Notre Dame : c’est une montagne ou une cathédrale ? (cathédrale)
33.     Quel est le contraire de droite ? (gauche)
34.     Quel temps fait-il dans l’Antarctique ? (froid, neige)
35.     Quelle langue est-ce qu’on parle au Japon ? (japonais)
36.     Donne un animal de ferme qui commence par V. (vache – « cow »)
37.     Quelle matière concerne les réactions chimiques ? (la chimie)
38.     Quelle ville est plus grande : Tokyo ou Londres ? (Tokyo)
39.     Comment dit-on Dover en français ? (Douvres)
40.     Côtes du Rhône : c’est un vin ou une bière ? (vin)