This activity is an effective follow up and extension to comprehensible input activities. Once students have seen (in writing) and heard verb forms in context the next step is to begin the process of producing language. I like to use activities that show students various possibilities and have them choose the accurate form based on their interaction with the language forms. If you are moving away from direct instruction of verb conjugations try this out with students. If they have had sufficient contextualized exposure to the verb forms and meanings you will likely see that students can choose the correct form based on what “sounds right.” When this happens we know that they are progressing in their proficiency and moving toward accurate language output.
- French (La Bonne Forme) Digital Google Slide Activities
- Spanish (La Forma Correcta) Digital Google Slide Activities
Here is another way that includes the infinitive of the verb.
- French (La Bonne Forme) Digital Google Slide Activities
- Spanish (La Forma Correcta) Digital Google Slide Activities
I then take it a step further and have students write a sentence that show that they understand the meaning along with the form. They have some question words to support the process.
- French (La Bonne Forme) Digital Google Slide Activities
- Spanish (La Forma Correcta) Digital Google Slide Activities
This activity is also useful when working with students in a PACE lesson, particularly in the co-construction and extension parts of the process. Keep in mind that this is best used with students when they are detecting patterns with forms in an inductive (implicit) lesson, rather than deductive (explicit) lesson.
Deductive instruction is a “top-down” approach, meaning that the teacher starts with a grammar rule with specific examples, and the rule is learned through practice.
Inductive instruction is a “bottom-up” approach, meaning that the teacher provides examples of the structure in context and students make observations, detect patterns, formulate hypothesis, and draw conclusions
The inductive (implicit) approach focuses on meaning along with the forms communicatively. The deductive approach focused more (or maybe even only) on the forms. Brown (2007) reminds us that “While it might be appropriate to articulate a rule and then proceed to instances, most of the evidence in communicative second language teaching points to the superiority of an inductive approach to rules and generalizations.”
I have done these activities with Powerpoints with the entire class. You can take a look at some examples in the post.
I am also using digital activities more with students and now have them do this activity using Google Slides™ that can be shared directly through Google Classroom™ and students get their own copy. Ideal for distance learning, homework, in-person classes or blended, hybrid model.
- French (La Bonne Forme) Digital Google Slide Activities
- Spanish (La Forma Correcta) Digital Google Slide Activities
Brown (2007). Principles of Language Learning and Teaching. Pearson Longman
Last year I wrote a blog post about an activity that I crafted using playing cards. You can read the details of that those activities 
Each player takes a turn by rolling the die and moving the number of spaces (cards) along the path. They find the box on the reference sheet that corresponds with the card they land on (4 of diamonds, king of hearts, 10 of spades, etc.) and speak using what is in the box. If students are novice they may identify with a singe word or phrase, but intermediate students could use the word or picture in a complete, discreet sentence.
Be sure to keep this communicative by asking students to do more than say a verb form, time or vocabulary word. Consider what the 
In an effort to try to cut down on the number of drafts that students need to write, particularly when the language issues are in the areas of spelling, accent placement, verb forms and adjective agreement, try using this approach. Give the students the topic in advance of an in-class writing assignment along with the prep sheet (see example below). The prep sheet is for student use and reference during the writing assignment in class. The left hand side has room for brainstorming and outlining, while right hand site has spaces for nouns, verbs in the infinitive, verb conjugation tables and any other grammatical or mechanical language element that students need to focus on. Students then write in class and use this sheet, which they have completed on their own based in the topic. This information is essentially what students will need to reference when working on additional drafts that the teacher has corrected. This approach has students notice and reference on their own and will most likely make an additional draft unnecessary. Try having students write on a topic with and without this type of sheet and see how the student work is different. The grammar topics on the right side should reflect the topic and what the teacher wants the students to use while writing.
