GCSE: Social Issues. charity and volunteering.

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The new GCSE confronted teachers with some topics they may not have ever had to deal with in any great depth.  This post looks at ideas for teaching our GCSE students about volunteering, helping charities and good causes.

Before I start, you should be aware of the following:

  • AQA refers to “social issues” and refers to “charity/voluntary work.”
  • Edexcel calls it “bringing the world together” and names this topic “campaigns and good causes.”
  • WJEC simply refers to “social issues”.

I have done my best to put ideas that can be applied to all boards.  There will be a lean towards one in terms of the language used as that is what I am currently teaching.  There is certainly no intent to promote one above the other.

My enthusiasm for this topic stems from my year abroad.  I spent a year working in a home in Cochabamba, Bolivia, for kids who had lived on the streets, were orphans or suffered abuse at a young age.

Cochabamba, Bolivia

So how to teach the topic?  I have tried to include a mixture of listening, speaking, reading and writing activities.

Synonyms Match-ups 

Students need to learn a lot of words that they have not come across before.  Two of my go to starters are gap fills and match ups.  This week I came across a match-up of synonyms which was really effective.  Students matched up two sets of words looking for the words with the same meanings.

Narrow Reading: spot the difference

This is a phrase I learnt from Gianfranco Conti’s blog.  The philosophy behind narrow reading can be found here.  The idea I chose to use was called Spot the Differences.  I produced a text about working as a volunteer, copied it, pasted it twice and then made subtle changes.  Students had to say how each text differed from the other ones.  The vocabulary that differed included phrases I want them to know for subsequent lessons.  My experience was that students focused far more closely on the text rather than merely skim-reading it until they found the relevant detail.  Definitely a keeper for future classes.

Find the phrases

This is a stock favourite of all GCSE textbooks.  “Find the French/Spanish in the text for…”  I gave students texts based on some real charities that I had contact with.  The fact that these were real people, that I knew or worked with, seemed to motivate them more.  One website used to help produce this was Manos con Libertad , another was Mosoj Yan.  Both are Christian organisations that work with people in Cochabamba.  Whether you have a faith or none at all, these organisations do some great work with people in tough circumstances.  I used others as well but they don’t have websites!   The excerpts were written from the point of view of someone who worked there and talked about what they do.  Great opportunity to revise daily routine and reflexive verbs.

Textbook Speaking Grids

Questions verbs complement and other
details
etc 
tend quite  lots
to often  of
appear in this  stuff
here bit  here

Many textbooks often give a grid and a few questions and answers to use.  It is not the most exhilarating paired speaking task.  I got thinking about how to spice it up a bit.

Method 1: Points for going beyond the grid.  On your projector screen put a list of things that “go beyond the grid”.  Students work in pairs.

Student 1: Asks questions and notes down a score of anything that goes beyond the grid.

Student 2: Answers questions trying to add other tenses, verbs, conjunctions, adverbs etc

Method 2: Beat your partner.  If you have a tricky class you may wish to change the name here to prevent any wilful misinterpretation!  Every student notes down 5 phrases from the grid without their partner seeing.

Student 1: asks the questions.  This student receives 2 points each time the other uses on of their phrases.  Maximum of 10 but probability of phrases being used is lessened.

Student 2: answers the questions, trying to use their pre-chosen phrases.  This student receives one point per phrase used.  Maximum of 5.

Method 3:  Play a role.   The grid in the textbook involved the questions ¿trabajas como voluntario ahora? and ¿Qué haces exactamente?  along with a few others.  Students were given a card with a role.  They then had to pick answers using this perspective.  The roles included:

  • Charity Shop Assistant
  • Eco-warrior
  • Care Home worker
  • Aid worker in Haiti
  • Aid worker in Sierra Leone.

Ethiopia, Tribe, Africa, Culture, Omo, Tribal

Third World Diary

Mira 3 red does a brilliant diary of life for someone in the developing world.  If you have access to it great.  If not then use this site for inspiration.

You could produce a short diary script and then attempt any of the following:

  • You could display the script and read it out loud.  While you do this, miss out some words.  Make the students write down the ones you miss.
  • Use the desktop version of Imemorize  and enter your own quote.
  • Put your script into Cueprompter and have students read it out loud with you or alone.
  • You could have multiple choice parts put in the script and students have to write down the one you read out.  Por la mañana / tarde / noche me despierto a las siete y media / seis y media / cinco y media.
  • You could remove a whole sentence and have students fill it in as a dictation/transcription exercise.
  • You could even chop the text into pieces and give it to students to rearrange while you read it out loud.
  • Go to Voki.com and put it into their text-to-speech converter, setting the voice to Spanish.  Then challenge your pupils to see who can do a better job than Javier or Carmen!
  • Be creative, there are so many options when it comes to a listening text.

Students could produce their own diary as a homework task.  You could set a list of “ridiculous requirements” to challenge your high-flyers.  For example: 7 lines of text, 6 reflexive verbs, 5 conjunctions, 4 clock times, 3 french hens, 2 higher level phrases and one subjunctive just for good measure.

The website was also tweeted to me at some point.  I have yet to use it yet but it looks good, particularly if you are considering display work.

Newspaper Clipping Generator

Verbs & Infinitives

This chapter is a great way to practise all those verbs that are followed by an infinitive:

  • I’m going to raise money for..
  • I would like to donate to …
  • I can give £1 a month to
  • I’m thinking about going to…
  • I hope to help …
  • I want to work with …

A game of TRAMPA / TRICHER would be a great way to practise this.  Students take a piece of A4 paper and divide it into 8.  In pencil, on 4 or 5 of the sections they write a sentence like the bullet points above.  On the remaining 3 or 4 they write “Trampa” or “Tricher” (cheat).  Cards are then shuffled and dealt out among their table.  Students say what is on the card before putting it face down in the middle.  If the card says trampa they have to convince the other players there is a sentence on the card.  They do this by making a sentence up and placing the card face down.  If a student thinks another is cheating then they can call them on it.  If the student was indeed cheating; the cheater picks up the card.  If the student was falsely and wrongfully accused in a heinous miscarriage of justice; the accuser takes the cards.  Winner is the first person to get rid of all their cards.

If you have had any great ideas then please leave them in the comments section below:

 

 

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Meeting the challenge of the new GCSE

There has been a lot of chatter on Twitter, various Facebook groups, between schools and within schools on preparing students for the new GCSEs.  Their concerns seem to relate to the following areas:

 

  • Grade boundaries – there has been a multitude of different percentages suggested.  Some are based on Maths; others are based on previous C grades.  Some would offend my maths colleagues as they did not show their workings out!
  • What does a grade 9 piece of work look like?
  • How to predict grades for data drops, SLT, line managers.
  • Applying mark schemes – some exam boards are beginning to publish exemplar material with mark-scheme applied.
  • Teaching the new elements – translation, literary extracts, roleplays, photocards, spontaneous speech, conversation questions.

I considered my own post, however it would appear that the following people have already covered most of this territory:

Steve Smith – Worried about the new GCSEs

Helen Myers – 9-1 Grading

Both are excellent, well-informed blogs by experienced professionals.

Steve’s post deals with practical ways you can bring about the results you want by what you do in the classroom.  There are also helpful strategies and tips aimed at people who are teaching lower ability learners.

Helen’s post deals more with information that is out there.  She looks at what is within your control and what is out of your control.  She has some helpful links to Ofqual information on grading, predictions and how the grade boundaries will be set.  If you are looking for some grade boundaries to use, this is not it, but it is a very enlightening read.

There are some answers out there, yet there are still a lot of unanswered question when it comes to this new GCSE.  My main message would be to keep teaching as well as you can, focusing on delivering the best you can in the classroom and prepare your students as best as you can.

For those of you already thinking about the next cohort, have you tried EverydayMFL: The Options Lessons

 

New GCSE – one year in

September 2016 heralded the start of teaching the new old GCSE in MFL.  It was quite a bit to prepare for and necessitated two blog posts: this one and another one. Having taught a mixed ability Spanish group this year, it seemed like a good time to look at what has worked, and what I would like to do next.

Keeping Going

Key Language Sheets

Students have these in the back cover of their exercise books.  They have proven to be invaluable tools and they do use them.  The sheets need some tweaking as my section of fancy language was titled “frases para conseguir 1 o 2”, having completely confused the top and bottom grade boundaries!  These have been regularly used in class and at home.  There is a box at the bottom with key conjugated/modal verbs and infinitives allowing students to take one, follow it with the other and then add an opinion.  I feel a section is required on justifying opinions so a few tweaks to the sheet will be my homework at some point.

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Photo Credit: christopher.czlapka Flickr via Compfight cc

100 Most Common Words

Setting these as a vocabulary learning homework was…illuminating.  Even after 3 years of Spanish some of the students did not know the 100 most common words in Spanish. The list on Vistawide is pretty good albeit not authoritative.  I set 25 per week to get through them rather quickly. I told the group it was their new 5-a-day and still left weekends free.  The reaction was muted to say the least!  They were then tested on 20.  I tried to vary the methods of testing to see if they had really learned them.  It did work and the students did find it helpful.

1-5 Gap fill/anagrams

6-15 English –> Spanish

16-20 Spanish –> English

Roleplays & Photocards

Students are seeing at least one roleplay and photocard task with each topic that we cover.  My way of managing to get them into class was to model how the task should be approached, give students some preparation time and then they complete the roleplay or photocard with two different people, with the unpredictable question being varied each time.  They then calculate an average of their scores, thereby reducing any impact by over-generous or overly harsh markers.  A full explanation of how I do this can be found on this post here.

Reinforcing the need for effective vocabulary learning

In the book “Why don’t students like school?”  Daniel Willingham makes a number of points that have influenced my approach to students learning vocabulary:

  • “Memory is the residue of thought”
  • “Proficiency requires Practice”

P210 Why don’t students like school? – Daniel Willingham

Our homework is set online so attached with the list of words is a document detailing effective learning techniques, mostly sourced from the above book, personal experiences and The Language Gym website

Students need to understand that learning and memorising does not occur through merely reading or some imagined osmosis process.  The more I can get them actively practising the vocabulary; the better it will be for them long-term.

Moving Forward

Regular Revision lessons

Every month I plan to do a revision lesson of one of the topics covered in year 10.  If I have planned it right then I can do topics 1-7 at least once by February.  This lesson will likely place a strong focus on the listening, reading and translation side of the exam. It will allow a refreshing of vocabulary and also emphasise the need to retain everything as they could be tested on anything.  Previous exams have had questions on guide dogs for the blind, phoneboxes in Spain and nordic walking.  The greater the emphasis on retaining vocabulary from previous topics; the better-prepared they will be for these weird and wonderful question topics.

Recycling

Schemes of work can be relatively linear, however that does not mean that vocabulary and grammar from before cannot be revisited.  Some advice from Gianfranco Conti’s website was particularly useful:

Problem: “in typical secondary school MFL curriculum design as evidenced by the schemes of work – and the textbooks these are often based on – which in my view seriously undermine the effectiveness of foreign language instruction in many British secondary schools.”

“Solution: include in the schemes of work a section in each unit headed ‘recycling opportunities’ and include activities aiming at consolidating old material.”

To help combat this the revision lesson should help, but I have also added a section on my scheme of work to take the opportunity to revisit certain grammatical elements that are pivotal for students.  Research by Graham Nutall (The Hidden Lives of Learners) suggests that students often need at least 3 exposures to new concepts to start to internalise them properly.

I will also be setting vocabulary learning on units not directly related to what the students are studying.

Vocabulary Championship and/or Ipsative Vocabulary Tests

To add an element of competition and purpose to vocabulary learning, I am considering a championship whereby their scores are noted down.  Some form of reward will be given for the student who attains a high score each week but also the students who maintain an average of 75% or more per half-term.  That figure was just plucked from the air so may change.

Ipsative assessment was a new word learnt from one of our SLT.  It refers to the idea of comparing oneself to previous results.  Athletics taps into this all the time as runners try to equal their personal best.  I have experimented with this in a lower ability year 8 group.  Their aim with each vocabulary test is to equal or better their score.  Students have so far responded really well to this idea but we are only 3 tests in.  It will get tougher later as they will need to maintain higher scores.  I could picture this working well with lower ability GCSE groups as they would have a chance to succeed regularly.

Decipher the Question starters

The reading and writing papers feature target language questions.  Similarly parts of the speaking exam prompts are in the target language.  A starter activity might be to translate the question and some bullet points.  The students may not actually complete the question but it gives them the feeling or working out an exam question in a short space of time.

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Strengths / Weaknesses Audit via GoogleForm.

Prior to Christmas, I intend to send out a google-form requiring students to submit their responses to a number of statements eg:

I can understand questions in the target language   1   2   3   4   5

I can translate single sentences into English              1   2   3  4  5

I can use the preterite eg: fui, hice, tuve etc

This should give me an idea of their areas of strength and weakness and allow me to target my teaching better, and plan twilight sessions tailored to the individual student.  It will also show me if my teaching has not sufficiently covered any of the challenges presented by the new GCSEs.  The Google-form method allows me to conduct a quick analysis of their areas of strength and weakness as it automatically can produce graphs etc.  If I am feeling really brave, I might add a box for their own comments.

 

5 Things to try tomorrow

It has been a manic start to term so I have not had much time to write.  There is a post in production on lessons learnt teaching the new GCSE.  It is a while since I have done one of these posts so here are 5 things that have worked in the past month.

Self-reflection questionnaires

Due to a residential, I missed the first few days of term.  One of the bits of cover work I left for my year 8 bottom sets was to answer 3 questions.

  1. What did you enjoy last year in languages?
  2. What did you struggle with most?
  3. If I asked them, what would your last teacher say about you?

I was predominantly interested in question 2.  The three most common answers were:

  • Memorisation of vocabulary, verbs etc
  • Speaking and pronunciation
  • Writing

It was a really worthwhile exercise as each student wrote down their biggest obstacle to being successful in languages.  It also gave an indication as to how they viewed the subject.  My planning for my first 8-9 lessons with them was largely influenced by the above three things and will continue to be.  I have kept their answer to the struggle question and will revisit it later in the year.

Core Language Sheets

Schools will have different names for these: knowledge organisers, language mats, helpsheets etc.  I have given each of my lower year 8 sets a A5 sheet with everything I want them to know by the end of the year.  Every other week between now and Christmas they will learn the vocabulary on this sheet and be tested on it in a variety of ways.  The sheet has been divided into 4 sections A,B,C,D.  This means homework can be “learn section B” and they will know which bit to focus on.  They are regularly encouraged to use it in their work and I believe that over time it will make a difference.  The year 9s,10s,11 have a similar sheet.  I have my own design based on material from Rachel Hawkes website but would rather not see it end up on the TES with a charge attached.  They are relatively easy to create, just pick all the things from the year that you deem to be important and condense on to a single page.

Phonics from the start

This came after a bit of reading of Rachel Hawkes’ website.  I spent the first lessons of the year with year 7 teaching phonics and pronunciation using resources from the website above.  I think it had a positive effect.  My personal favourite activity was one involving saying a word and students using parts of the words to spell it.  We did this with Spanish cities and also Spanish Mr Men.  This really had an palpable effect on confidence as pupils started to rely on the rules they had learned.  The downside is that year 7 classes get really giggly with “Don Pupas” (Mr Bump).

Find your match*

Puzzle, Cooperation, Together, Connection, Match

Reinforcing grammar through listening and speaking is infinitely more exciting than a standard gap-fill task or book work.  This idea came from Gianfranco Conti’s website.  I used this activity twice this week, once for the past and once for the future.  Once you have made a template in Word then the replace feature makes it really easy to change the phrases.  Gianfranco Conti’s original on the site has 12 boxes.  To adapt it to a class of 32, I simply printed it 3 times.  I told the students that if someone had the same name as them then they were not allowed to talk to them.  They were also not allowed to show their card to anyone.  Once they had found their match, they returned to their seats and translated their statements.  The students seemed to enjoy it.  ¡Gracias Gianfranco!

Android Game

Android, Cellular, Iphone, Mobile, Phone, Screen

This came from the aforementioned residential.  It is easy to get stuck in a rut with vocabulary and repetition activities but this was a new one.  It was based on students trying to cross an obstacle course.

Put 9 new items of vocabulary in a 3×3 grid on your projector screen.  Students draw 9 dots on a mini- whiteboard.  Then draw 5 consecutive lines like an unlock code on an android phone (see work of art below).  Their partner tries to crack their pin-code by saying the vocabulary.  The student with the code can only respond with “correcto” or “incorrecto”.  They then swap around.

android

Further reading:

Alphabet, numbers, days of the week  It’s that time of year again!

OFSTED handbook – If you’re facing it this year then it is always good to know what they are looking for.  Pages 47-49 should help most teachers.  Please look at the bit preceding the descriptors where it says the grade descriptors are not a checklist.

 

 

 

 

 

 

Making marking work

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Time to get out the red pen

This post should probably start with a disclaimer.  My marking is not perfect.  I do my absolute best to make sure the pupils get the best feedback on their work but it will not always yield the seismic improvements that one might hope.

Before we discuss marking and feedback, I think it is worth pointing the reader towards this document produced by Sean Harford HMI.  Yes, he does work for “they-who-shall-not-be-named” but you really do need to read it.  You could also follow him on Twitter as he is quite good at busting the various OFSTED myths that fly around.

Over the past few years, I have seen a variety of marking policies in my own school and in visiting others.  Out there, there is a plethora of feedback and marking styles such as “comment only” marking, highlighter marking, DIRT time, group feedback, whole class feedback, flipped learning, self-marking online assessments, self-assessment, peer-assessment, raw scores, averages, levels, flightpaths, progress indicators, RAG etc.  Don’t worry, this post is not going to cover all of those!  Instead, here are three that have really worked for me, and my students, in the classroom:

Whole class feedback & Individual Feedback.

Whilst marking a set of books I will formulate a series of targets to be placed on a PowerPoint.  In the book, I will simply write something that the student did well along with T1, T7, T8.  There is an example below.  The following lesson will probably follow this pattern:

1) Whole class feedback or starter activity relating to an issue most struggled with.

2) DIRT time – students have opportunity to act upon individual targets.  Extension tasks available for those who finish.

3) Remaining time refreshing material from previous lesson or preparing for subsequent lesson.

The activities in part 1 above could be…

  1. Grammar exercises
  2. Spot the errors / Correct the errors (anonymously lifted or amalgamated from work marked)
  3. Match present and past tense verbs so that students are clear which is which.
  4. Spot the correct sentence from a choice of 3.

An example of what students will see in part 2 above is below.  I have found that the “what it means” and “what to do” leaves no room for excuses of “I don’t get what I have to do”.

feedforward

Feedback needs to be about improvement and development, not simply error correction. That is my hope behind targets 2,4,6.  However, where some heavy error correction is needed, then I still want them thinking about it (see T1,T3).

T5 allows me to challenge, and insist on improvement of, any poorly presented pieces that I may not notice from across the room during the lesson.

T7 allowed me to work with one to one with a student who was miles ahead of the rest of the class and teach them something they can add to their work.

T9 was to give a student time to catch up on work missed through no fault of their own.

This approach massively shortened the time I spent marking and still allowed me to deal with misconceptions and give specific, personalised feedback that led to definite, visible improvements.

Highlighter Marking

Mentioned in a full length post  a while back, I still think this is one of the best ways for boosting confidence of students.

Underline an entire piece of work in two highlighter pens.  Green if it’s good.  Yellow if it needs work.  Immediately a student can see what is good and what is not.  If the overwhelming picture is green then it can be a massive confidence boost.  If they realise that the yellow is a repeated error, then we are on the road to eradicating it.  If there is a substantial amount of yellow then maybe a rewrite is in order.  Sometimes the yellow would not be underlining anything, to demonstrate that there was a need to add something.  To show students bits of their work that were particularly good such as a wenn clause (German), a reflexive verb in the passé composé (French), or use of the imperfect subjunctive (Spanish), I simply double-ticked those parts.  

I have tried to demonstrate the visual impact below:

Gestern Abend habe ich mit meiner Famille ins Kino gegangen.  Dort wir haben “Fast and Furious 14” gesehen.  Es war toll.  Ich mag Actionfilmen, weil sie sind spannend

Advantages include how well it combines with marking codes and it is speedy. Disadvantages include that one needs a constant supply of highlighter pens or felt-tips!

Self/Peer Assessment

Peer assessment is something I struggle with in MFL.  Sometimes I find that the students do not have enough knowledge to effectively assess the work of another.  You find comments such as “great use of connectives”, when there were none in the work at all.  I think it works best when the students have sufficient knowledge to draw upon, or with a reasonably restrictive mark-scheme. 

I have tried a little bit with the new GCSE roleplays.  The following pattern yielded some success.

  • Teacher shows students mark scheme and script for roleplay.
  • One student is selected to conduct the roleplay.  Teacher plays role of student
  • Roleplay is then performed by teacher and student (in reversed roles).
    • Teacher (as student) produces a roleplay that can be described as a shambles full of mistakes, hesitation, use of English, use of Spanglish, use of French, adding O to any English word to make it sound Spanish.   
    • Teacher (as student) produces a half-decent roleplay that ticks some boxes but not all.
    • Teacher (as student) produces a roleplay that would knock the socks off the most examiners.
  • After each the students are asked to give numerical scores.  The AQA mark-scheme is extremely helpful in this as for each element of the roleplay there is a score of 0, 1 or 2.  Their language says “message conveyed without ambiguity” or “message partially conveyed or conveyed with some ambiguity”.  In short:  2 = job done   1 = partly done  0 = was it done?   Students are then asked to give a score out of 5 for quality of language.  The teacher can guide them towards this one a bit more.
  • Students then have silent prep time for a roleplay on the same theme but with different bullet points.  10-12mins.
  • Students conduct the roleplay in pairs with script on projector screen.  After which, they assess their partner’s performance.  When they switch over, you need to switch the unpredictable question to something else!  Or generate a new task for the other.  
  • They need to repeat this so that they have two sets of scores.  They can then calculate an average.  By doing so, hopefully any overly generous or overly harsh marking is minimised.

Example:

Joe gives Martina   2+2+1+1+1   /10   +3   /5     = 10/15

Kelsey gives Martina 1+2+1+2+2  / 10      4/5     =12/15

Average = 11/15  

Plenty to come from EverydayMFL

Dear all.

It’s the summer holidays so I’m taking a few weeks off.  From September there will hopefully be more regular posts as things got a little sporadic towards the end of last term.

In the meantime you can have a read of the following:

Top post:  Outstanding MFL Everyday

Second most popular post: GCSE Revision

Third most popular post: Feedback and marking.

Least popular posts: 5 Things to try tomorrow and 5 ideas to try this week

One for the NQTs: First Lesson of the year

Posts to come in the new academic year:

  • Making marking work
  • Teaching the new GCSE – reflections at the halfway point.
  • What is going to be different this year (lessons learnt from The Language Gym)

I’m sure there will be others but those are the three I’m working on.

Have a great summer!

 

Teaching the weather

Weather phrases in foreign languages are odd.  I have never really understood quite why “il fait” or “hace” makes more sense than “it is”.  However, we have to teach them so here are a few ways to make it more interesting.

Predict the weather

As a plenary activity students write 5 sentences predicting the weather in various locations on the day of your next lesson.  As a starter in the subsequent lesson, they check if they were correct / incorrect / bit of both.

The maps on El Tiempo.es are really good for this.  See exhibit A belowweather

Photo Response

Show students some photos and have them write sentences quickly on mini-whiteboards.  If you use Spanish speaking countries you can generate quite a bit of interest as pupils will inevitably ask “where is that?”  Exhibits below include Peru in the height of summer and Bolivia during rainy season.  That falling grey mass is rain, not a tornado, as one of the kids thought.

perubolivia

Today at Wimbledon / Euros / World Cup Scripts

Students in year 7 cover present and future tense.  It will take a little bit of revision of verbs but they should be able to produce the following using the near future

va a jugar        va a ganar        va a perder        va  a llover

va jouer            va gagner         va perdre           va pleuvoir

They have hopefully covered simple time phrases such as “today”, “tomorrow”, “later on”.

All of this leads to being in a position to present a TV programme.  Students need to produce a script for the Today at Wimbledon programme.    Click here for the theme tune, which will remain in your head for hours afterwards.  They should include

  • Weather today
  • Who plays who today
  • Weather tomorrow
  • Who is going to play who tomorrow
  • Opinions on who is going to win or lose.

 They then perform this and can peer-assess each other on whatever criteria you set.  Personally I would go for the following with scores out of 5 for each:

  1. Fluency – does it flow? Can they sound natural?
  2. Confidence – do they come across confidently?
  3. Communciation – can they make themselves understood?
  4. Pronunciation – How strong is their knowledge of phonics?

Translation Tandems

This idea came from Greg Horton on a CPD course about 2 years ago.  He used it for vocabulary tests so this is a small tweak.

Hold an A4 piece of paper portrait.  Divide the piece of A4 paper. into 2 halves down the middle.

¦   ¦   ¦

Students write sentences alternating between English and TL.   Students then fold the piece of paper down the middle and sit facing each other.  They have to translate whatever sentence their partner reads out into the other language.  This is a great activity to practise translation both ways.  It does require a fair bit of pre-teaching so that it is challenging but not demotivating.

Mira 1 Rap

Mira 1 has a listening text that might be a song or a poem.  It can be found on p103 and works rather well as a rap.  Challenge your class to turn it into one.  A good rap backing can be found for free at this link here on TES.  If you have VLC media player then you can alter the playback speed and slow it down if needed.

Real life listening

I experimented the other day.  I listened to a weather report on eltiempo.es and the guy was super fast.  I picked out 10-15 words that my students might pick up from the video, and then added some more that were not there.  I challenged them to listen and see how many of my words on the board they would find.  I was pleasantly surprised with the results, and so were they.

If you have managed to read this far then this weather report did make me chuckle.