GCSE: Global Issues & Environment

Image result for environment

This was an ambitious one.  Trying to make the topics of environment and global issues interesting was not the easiest task I have ever set myself.  I’m admit that I am not entirely sure if I have succeeded on this one.  Hopefully there is something for every reader.  Maybe it is an activity, or an idea below reminds you of a great resource or activity you have not used for a while.

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

  • AQA refers to “global issues” and refers to “the environment”, “poverty/homelessness”
  • Edexcel/Pearson refers to “international and global dimension” with subheadings of “environmental issues, being green, access to natural resources”
  • WJEC simply refers to “global sustainability”.

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.

This post will look at a mix of the environment and global issues.  Poverty was covered here as I thought it went well with charity and volunteering.

What can I do with these themes?

Environment is a great opportunity to recycle or introduce previously learnt language.  In the past I have taught “you must” and similar phrases.  It has been used to revise the future (“will” or “going to”).  I have also used it as a means of teaching the conditional (“i could…”).  Lastly, it was a good means of introducing students to the subjunctive with impersonal statements such as “es necesario que”.  They were then introduced to the subjunctive properly with the global issues.  Global issues also became a good way to revise comparatives and superlatives.

Will my students be interested?

I think this is all about the “buy-in” from students.  Some will have an interest in the environment and being environmentally friendly.  They will go along with you on this topic.  I can picture that with other groups, and you know the ones I mean, it might be a tough ask.  I think in this case, any “buy-in” comes from the possibility that this topic could confront them on a roleplay card or photocard and they need to be ready for it.  Some may not engage at all.   I found the global issues topic engaged a mixed ability group, particularly the debate mentioned below.

Match up L2 & L2

Having seen this on a past paper example, I have started to use it more with my GCSE students.  There is a reasonably detailed reading text about a topic.  Opposite the text are 4 text messages from supposed young people that relate to points made in the text.

This infographic from día mundial del medio ambiente would serve just such a purpose.  students would have to write a number based on the alleged text messages sent by 4 supposed teenagers.

I have put links to two French ones below and two German ones as examples, you may be able to find better ones.

French infographic 1

French Infographic 2

German Infographic 1

German Infographic 2

These are simple ways to include some literary texts in your lessons without having to produce too much.  There are other ways to include literary texts in your lessons but that is another blogpost.

You can also create your own infographics if you were looking for a different reading text for recycling vocabulary.  Easel.ly  and Infogram were two I came across on a brief search.  If you know of a great one, put it in the comments section and claim the title of “First Commenter of 2018”.

Fake Whatsapp

I discovered this whatsapp generator.  The disadvantage in using it is that it does mean a bit of work in terms of resource preparation.  However, it will stop the normal glazing over that occurs when students see the textbook displaying a Nokia 3210 with buttons and a green screen (also known as the good old days).  The advantage is that you can produce the language and recycle plenty of vocabulary that you have covered in class.

How does this relate to global issues?  Very simple.  Create a fake group-chat using fakeWhatsapp.  Person 1 in the chat suggests they have a project where they have to ask people what they do to help the environment.  Persons 2,3,4,5 simply answer with what they do.  You could set some comprehension questions.  You could read out some statements that they then match to the people in the conversation.  Students could produce their own groupchat mimicking your one.  Plenty of options here.

How environmentally-friendly are you?

Some textbooks will have these.  However, if you are good with the language then translating this one will not take long.  You can probably find others on the TES website.  Quizzes are a great way to recycle and repeat language, along with revising time adverbs. Partners take turns reading the question and answering them.  If answers are linked to points then students could grade how environmentally friendly they are.

Do you turn out the lights on leaving the house?

  • A. I always turn out the lights on leaving the house
  • B. I often turn out the lights on leaving the house
  • C. I sometimes turn out the lights on leaving the house
  • D. Never.  I’m scared of the dark

The advantage of preparing your own is the recycling of previously learnt language.

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9 Lives

Using the quiz above.  Students pre-select an answer for each question.  Their partner then has to get from the start of the quiz to the end of the quiz.  Each time they are wrong, they lose a life.

Person 1 pre-selects answers

Person 1 reads question “Do you turn out the lights on leaving the house?”

Person 2 tries to guess pre-selected answer. “I always turn out the lights on leaving the house”

Person 1: “non/nein/no”

Person 2: now down to 8 lives, tries to guess pre-selected answer  “I sometimes turn out the lights on leaving the house”

Person 1: “oui/ja/si” reads next question “How often do you have a shower?”

and so it goes on…

 

povAntarctica, Ice, Caps, Mountains, Penguin, Ice Bergs

7 pictures 7 sentences

This was adapted from a commercially produced textbook.  It involved 7 sentences, each was divided in two.  There was also a picture.  The first task was to match the sentence halves and then match the sentences to the pictures underneath.  It would not take much to create your own version of this.

Moving on from the activity above, you could use these as a start of a photo-card discussion.  You could also simply get the pupils to generate sentences relating to the picture.

 

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Recycling container seen in San Sebastian.

Containers Card Sort

Again an adaptation of a commercially produced textbook (the same one in fact).  It was a great way to acquire and use a variety of vocabulary in a meaningful context.  Give students a series of headings in books (such as recycling containers) and a set of vocabulary (that can go in the containers).  You could adapt this to different levels

Easy: put vocabulary in correct container

Medium: Scaffolded sentences explaining where you would put each item

Hard: Use of conditional + direct object.  I would put it in … because

 

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Debate in progress             Photo Credit: Conselho Nacional de Justiça – CNJ Flickr via Compfight cc

Superlative/Comparative Debate

This was an activity that happened after a few lessons, in which we had covered opinion phrases, superlatives, subjunctive and global issues vocabulary.

A few years ago, there were a number of teachers talking about “Grouptalk”.  One of the ideas I saw was the idea of a cyclical discussion.  Students would start a discussion on a table of four and try to keep it going as long as possible.  I tried this last year with a mixed ability year 10 group on the “biggest problem facing the world”.  The conversation was heavily scaffolded with vocabulary help and some prompts on paper.  I have rendered the potential conversation below in English.  Names have been altered.

Ross: “In my opinion, the biggest problem in the world is poverty  What do you think Phoebe?”

Phoebe: “For me, the biggest problem in the world is terrorism.  Joey, in your opinion, between racism and terrorism, which is worse?”

Joey: “I believe that world leaders are the biggest problem.”

Rachel (interrupting) : “Joey you’re completely wrong, it’s global warming.”

Joey: “I disagree.  Ross, what do you think: global warming or terrorism?”

Students were genuinely surprised that they could take part in a relatively tricky debate entirely in the TL.

Debate Round 2: Bingo cards

Were I to do the debate above again, I would give 5×5 grid bingo cards with phrases to use.  Students that complete a line or a row would receive some form of reward.  Something like this could work…

Questions Subjunctives Opinion phrases Fancy Language
I asked someone an opinion me da miedo que exista Desde mi punto de vista aunque quisiera pensar de otra manera
I asked a question with two options es increíble que haya Opino que el problema que nos enfrenta es
Finished statement with a question no creo que sea A mi modo de ver y por si eso fuera poco

If you do not trust the student who is claiming the reward then you have two options:

  1. Students have to tell you one or two of the ways they used the phrases above
  2. Their partner completes it while they talk
Image result for tarsia

Original Tarsia

Environment Tarsia

Formerly an italian Renaissance design motif, now an educational activity.  The idea of Tarsia puzzles was hotly debated on the GILT Facebook Group a while back.  Some were heavily in favour; others were heavily against.  Arguments for included testing of vocabulary.  Arguments against suggested it was testing of being able to put shapes together.  Both points of view have been put forward by experienced colleagues.  Rather than a simple English-German matchup, I have tried to make them more challenging by doing the following:

  1. Populate it with a mix of seen and unseen vocabulary.
  2. Have the words around the outside edge as well – Maths do this with formulas to great effect.  Students could translate the outside edge vocabulary as an extension task.
  3. Have the tarsia composed entirely of synonyms in TL.
  4. Have the tarsia composed of starts and ends of sentences.
  5. Have the tarsia composed of a mixture of haben/sein verbs in perfect tense or etre/avoir verbs in passé composé.

Tarsia are puzzles I was introduced to by our maths department.  They were used to match up formulas that would give the same result but there are many ways to adapt them for MFL.  A google image search of the word will show you how they look.  How can you make one?  Download the program here.  They are quite heavy on the photocopying and chopping up so you may need your tutor group to do the chopping for you.

 

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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.

 

 

 

 

 

 

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.

 

 

Everyday Revision

It’s getting light in the mornings now so that means it is probably time to look at revision.  This is a new post that is attempting to improve upon an older post.  Here’s how I’m planning to drag  help my year 11s through their final listening and reading exam.

Make a plan

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My plans tend to work like this.  As I’m running a fast-track course then we probably have no more than 1 lesson per common topic on the Edexcel Spec.  Therefore my students need vocabulary, listening practice/reading practice and things that they can actively take away from the lessons and try.  The following is an example:

Topic to be taught Vocabulary Focus L/R Take away exam technique Take-away revision technique
General interests Sports, hobbies, free time. L Dealing with the picture questions Mindmapping
Lifestyle (healthy eating) Foods, drinks, gern/nicht gern

Gesund/ungesund etc

L+R Dealing with multiple choice (pick 4 from list of 8) Flashcards
School and college Subjects, likes/dislikes, L+R Dealing with past/present/future questions Make a Tarsia

Vocabulary – Revise / Refresh / Build

The listening and reading exams are essentially one massive vocabulary test of 2 or 5 years worth of learning (depending how you run your course). Therefore most lessons need to begin with some refreshing of vocabulary.

I have the following principles when it comes to selecting revision activities:

  1. The students need to be made to think or to listen carefully
  2. It has to involve the students using and hearing target language
  3. How much do students gain from it?

Here are a few go-to ideas:

Worksheets – For a few years it was almost heresy to suggest a worksheet but if it is a good worksheet then use it.  The benefit is that the students have something to take home to revise from and they may appreciate not having to write things down for a bit.

Last man standing bingo – students write five words from a vocabulary list and then stand up.  Teacher (or willing student) calls out the words.  If all five are called out the student sits down and has lost.  Winners are those left standing.

Environmentally friendly strip bingo – students write a list of seven words on the mini-whiteboard from a vocabulary list.  Teacher (or willing student) calls out the words.  Students may only rub off the top or bottom word when they hear it.  Winner is the first one with a clean whiteboard.

Normal bingo – You’re reading this and you’re a language teacher.  I’m not going to explain this one!

Vocab battles – Students have two lists of vocabulary and test each other.  Winner is the one with the most correct.

Wordsnakes – Students have to separate the words in the snake.  Here is one for work and work experience topic.  If doing German, you will probably need to remove the capital letters.

arbeitspraktikumchefgehaltbedienenkundigen

Tarsia puzzles – This involves chopping up a sheet of A4 into 8 pieces and writing matching English and German along each inside edge.  The idea is to put the paper back together again with every English and German definition matching perfectly with no text around the outside.  They can be automatically made here.

Dictation – minimal preparation.  Read out sentences from a past paper transcript or textbook reading activity.  Students have to write down exactly what they hear.

Discovery Education PuzzlemakerThis was a staple of my NQT year until I accidentally and rather dramatically exceeded my photocopying budget .  I only recently remembered its existence.  Well worth a look and free to create simple puzzles involving vocabulary.

Vocabulary Toolkit – These are some rather old but still  very good books in our department.  They are sadly out of print but perhaps purchase a few for PP students.  The book in question is here.   Whilst it will not relate exactly to your exam board they are good little tools for revision.  German and French versions only I think..

Collaborative Mindmaps – Students work in a group of 3-4.  Start with the topic area in the middle and give them 4 branches out.  They have a minute to add whatever they can before passing it on to the next person.  Rinse and repeat.

It is worth mentioning that in the above activities I will probably focus on non-cognates over cognates.  Most students can deduce a word such as “telefonieren” but may struggle with “anrufen”.

For more ideas of games that work then head to Frenchteacher.net or this page (shameless self-promotion).

Teaching Exam Technique – some thoughts on past papers.

This technique of going through past papers is something I have found valuable.  My thanks to Chris Hildrew’s website for this:

PQRST Past Paper Method

Preview: revise the topics before tackling the paper

Questions: now do the paper.

Review: see questions below

Scribble: note any new vocabulary on the paper that was not known.

Test: test yourself two or three days later on that vocabulary to check retention.

Past papers should not just be an end in themselves.  Completing a past paper is good but using it to push revision and learning forward is better.  Students should be looking at the following after completing a paper:

  • What new vocabulary is there that I didn’t know?
  • Did I miss out on marks from misunderstanding the question requirements?
  • Did I miss out on marks because I didn’t know the material?l
  • Did I miss out an answer – the crime above all crimes on an MFL paper.  When the odds on a correct answer are 33% or higher, missing answers out is silly.

General Exam Technique Teaching Ideas

  • Teach features of language such as prefixes and suffixes.  For example, “ent” always implies removal of something in German (entfernen, entspannen).
  • Test them regularly on the little words and the negatives “jamais” “rien” “personne”.
  • Use the listening 5 minutes well.  Model it on a visualiser if you have one or get your entire group stood around you while you do it and invite their contributions.
  • Have a twilight with your higher level students where you practise the target language question at the end of the higher reading papers.
  • There will be a question on tenses – can they spot them?  Sometimes time markers play a role here.  Students need to be aware of the features of each tense.  Chris Fuller made a good point that anything future adds and anything present/past takes away in French and Spanish.  If they  spot an infinitive it is likely a future tense unless preceded by an opinion phrase.
  • Higher level papers will often mention all three of their multiple choice options.  The trick is working out the right one.  Two are probably close to right so listen carefully the second time to the ones that appear similar.
  • Exam boards have to promote SMSC just as schools do, students need to remember the exam is written for teenagers.  When the question says “What are Karla’s views on smoking?”  The answer is unlikely to be “it is harmless and we should all just light up now”
  • Remind students that Edexcel exams follow a peak-trough model where harder questions are preceded by easier ones.  They need to make sure they do not give up too quickly.  Question 9 can be a walk in the park after question 7 on nordic walking or the training of guide dogs.
  • Leave nothing blank!  I’ve had a student get 5 extra marks in past paper as a result.  When the kid said he got an A, he shocked most of his classmates!  He later admitted not answering 8 questions but guessed them and was rewarded for it.
  • Some subjects have introduced walking/talking mocks.  I prefer to brief students before they do they paper, allow them to make any notes of reminders and then let them go.

Remind them that they have been preparing for this for 2-5 years but shouldn’t assume that they can just do it without revision.  Make the following your mantra:

dont-be-upset-poster

EverydayMFL’s typical revision lesson

As a teacher of a mixed ability group on a fast-track 2 year course.  Here is a lesson outline that I would use.  There are so many good revision activities out there and I’ve seen all sorts of ideas on the Facebook groups involving balloons, jenga, trivial pursuit etc.  You will notice that these do not feature heavily in the plan below.  It is simply that with the time pressures of such a course, I’ve had to prioritise listening practice and as much vocabulary input as possible.  The final lesson will generally involve some revision fun and German or Spanish food.

Topic: Healthy living and lifestyle

STARTER: activity that refreshes their memory of large amounts of vocab eg: odd one out, make a mindmap, 30 word vocab test German–> English or English–> German.

MAIN:

Present: a revision activity students could do at home on any topic but model it with this one.  Students do the activity building in vocabulary from the starter and what they can remember.

Listening practice using past exam questions or revision workbook questions.  Immediate feedback and discussion of where the marks were won and lost.  Suitable for both higher and foundation although leaning towards higher.  Sometimes completed with transcript.

Split class into two groups

Highers do some practice reading questions on the topic while foundations do practice listening appropriate to their level on the topic, then they switch.  Students doing the listening will be talked through how to approach the question, what the question is looking for and any handy strategies that come to mind.  We then attempt it.  Those doing reading are largely left to it.

Set homework: revision via vocabexpress / samlearning / past paper / make a mindmap / make a tarsia puzzle / languagesonline / linguascope / language gym workouts etc

PLENARY: 

Students then may face one more listening text (because you can never practise this skill enough) or another vocabulary building activity based on my experiences over the course of the lesson.

Students on study leave – what to do when you cannot do anything to help them anymore!

  • Make sure they know what constitutes effective revision – for a blog that changed my practice, click here.
  • Mail a document on useful ways to revise for languages to the parents.
  • Set them up some vocab lists on Quizlet / Memrise / Vocabexpress.
  • Give them a pack of past papers to work through and the mark schemes.
  • Give them a sheet of QR codes leading to language revision websites.
  • Make them purchase a revision workbook or guide to help them revise prior to study leave.

All the best with the final furlong.

 

The Options Lesson

These next few weeks, we’re trying to convince the year 9s to carry on with a language or two.  Here’s my thinking for…

The Options Lesson.

STARTER: Brainstorm every reason to learn a language.  Could be done as a Think Pair Share.  Students can then share with the class.  Some commentary from teacher probably required to clarify, explain and correct.  Typical answers include

Travel, teaching, interpreting, translating, fun, challenge, interaction with others, live abroad, get girls, get guys etc.

MAIN – 3 sections of approx 10 minutes each

Section 1: English is not enough

Quiz using powerpoint from TES.  Slides 8-12  On this powerpoint you will find:

  • Guess the amount of speakers
  • Guess the percentage of people in Europe who speak…
  • Match the language to the people who speak it

The last activity may require some updating so modern multilinguals include Roger Federer, Bradley Cooper, Tom Hiddleston and more found here

The percentage question and the guess the amount activity could be done on mini-whiteboards so every student has to think about the answer.

You could also share some quotes from celebs found on the internet if you so choose.  Mandela is my personal favourite:

Section 2: Skills and Business

Explain skills that can be gained by learning language using above PowerPoint.

Give pupils a list of 10 jobs and work out how a language could be useful in those jobs. Alternatively ask them to generate a list of jobs, give it to another group who then suggest how a language could be used.

Here are some if you are pressed for time:

  • Walkers Crisps Employee
  • BMW Employee
  • Easyjet Steward/Stewardess
  • Hotel Receptionist
  • Surf Instructor
  • Civil Servant
  • MP
  • Firefighter
  • Police
  • NHS Frontline staff.

Get pupils to generate a list of French / German / Spanish companies that have links with the UK.  The list below is just to get you started.

  • French: Christian Dior, L’Oreal, Michelin, Peugeot, Renault, EDF, Agence France Presse, Bugatti.
  • German: Audi, Siemens, Mercedes, BMW, Volkswagen, Adidas, Haribo, Aldi, Lidl, Puma, Hugo Boss, Bauhaus, Bayer, Carl Zeiss, Bosch, Kraft,
  • Hispanic: SEAT, BBVA, Santander, Iberia, Alpargatas, Topper, CoronaExtra

Ok, maybe don’t mention that last one…

This section of the lesson finishes with this:

Section 3: What about Brexit?

“Brexit means Brexit” we were told.  Most students seem aware that we will leave the E.U and some believe all sorts of weird and wonderful things about what this means. Regardless of your view when it came to leave or remain, and regardless of what kind of Brexit we go through, languages will remain vital to trade, business and growth of the UK economy.

Share the following statements with students.  The links to the original websites have been added so that you can fact check the statements.

“Language skills are vital for our exports, education, public services and diplomacy.” – All Party Parliamentary Group on Modern Foreign Languages.  Article found here

Lack of language skills costs the UK £48,000,000,000 a year in lost trade- Department for Business, Innovation and Skills).  Quoted in The Guardian here

30% of UK businesses have no need for foreign language skills – Confederation of British Industry.  Also found in Guardian here.  Conclusion from this one, 70% would welcome someone with language skills

¨If I’m selling to you, I speak your language.  If you’re selling to me, dann müssen sie Deutsch sprechen” – Willy Brandt

75% of the world speaks no English. -Routes into Languages quote this statistic in a helpful article here

“Brexit means higher priority for language skills. If we found it challenging to deal with the 24 official and working languages of the EU and the Single Market, let’s consider that there are 164 members of the World Trade Organisation.  Each potential trading partner and regulator will be requiring precise negotiations. New relationships require trust, reliability and cultural empathy – those soft skills that come from knowledge of other languages and cultures.”- Bernadette Holmes MP.  Original article here

PLENARY

Coming in to land now… I will try and explain what the GCSE entails and how they make their choices.  All the normal warnings “don’t pick subjects based on friends/teacher preference/perceived ease/novelty”etc will be given at this point.  We will conclude with a video:

Finish off with Options Girl

And/Or finish with Lindsay.

And/Or Alex

 

During my “research” for this lesson.  I stumbled across the British Council video below.  It sadly does not fit in to what I plan to do, however their series of videos are pretty good.

Also considered using this one…

And this…

5 Things to try tomorrow

Here are 5 things I have tried this week…

Los Meses Del Año en estilo Macarena.  

The kids loved this!  The trick is getting them to practise the lyrics before doing it with the actions.

 

Equipment check in TL

This idea was borrowed from an excellent seminar by Eva Lamb earlier this year.  When teaching students the items in the pencil case then get them to do an equipment check and stitch up their friend.

Persona 1: ¿Tienes un lápiz?

Persona 2: Si, tengo un lápiz.

Persona 1: ¿Tienes una calculadora?

Persona 2: no tengo una calculadora

Persona 1: ¡Señor, mi compañero no tiene calculadora!

12 sided dice revision

Teach a topic, such as family.  Then at the end of the topic go through with the students how the new speaking exams will take shape.  There is a general conversation section.  Get a set of 12 sided dice and set a GCSE group 12 questions of which they must ask their partner at least 7.  I found this was a great way of practising, ensuring spontaneity and helping them to learn to deal with unpredictability.  The students then peer assessed their partner using the following guidelines:

  1. Start low, ask yourself: did they do that?  If yes, move up.
  2. When you have reached the highest level.  Ask yourself: how well did they do?
  3. Pick a mark higher or lower depending on answer to Q2

12 sided dice were a great little investment and did not break the bank.

3 Minute KS3 Marking

 

Photo Credit: Leo Reynolds Flickr via Compfight cc

Photo Credit: Leo Reynolds Flickr via Compfight cc

This is a variation on a strategy suggested by Ross Morrison McGill (known to Twitter people as @TeacherToolkit).  Normally the suggestions from Teacher Toolkit take 5 minutes; this one takes two!!    I cannot find the original link but I believe he suggested only 2 minutes per book.  I have been trying it this week with some success and no perceptible dip in quality.  If you can manage 2 minutes then even better.  Here’s the Math…

2mins x class of 34 = 68mins

3mins x class of 34 = 102mins

Now if you’re like me a class of 34 is a massive amount all at once but the principle really helps.  You can still highlight errors, write a positive comment and set 2-3 targets in this time.

My Favourite Spanish Alphabet Song

I have used this as a way of recapping the phonics we did in the first lesson (see Rachel Hawkes for Powerpoints on this).  The lesson consists of introducing the alphabet sounds and getting a handle on those.  Then I use it as a vehicle to remind the students of the sound and spelling links.  We then look at a verse from a song (without telling them what it is) going through how each word should be said.  If they know the rules, they can do most of the words, before concerning themselves with what song it is.  We use the first verse of this one below…

 

Keeping Year 9 going…

New_Chums_beach_Whangapoua_Waikato.jpg

It’s that time of year again.  Year 11 have gone.  Year 10 are thinking about work experience. Year 9s become that little bit more difficult to teach.

I got lucky this year.  I got a rather nice year 9 group.  They are a group with a mixture of middle and top set characters with a handful of lower ones thrown in.  The words mixed ability make the range of abilities sound wider than it is.

Over the past 5 years I have not been so lucky.  This post is an exploration of the variety of strategies I’ve tried.  The following picture does not represent a strategy but is definitely reflective of how it has felt at times:

OLYMPUS DIGITAL CAMERA

9×4 teaching aid.

Prepare a presentation/poster

Sometimes we do not get enough time to cover the extensive culture and history that surround the languages we teach.  Students prepare a presentation in groups of two or three to be delivered to their class.

How to vary it:

  • Give students a choice of delivery styles: interview, powerpoint and speech, podcast recorded using apps like spreaker , giant A2/A3 poster for corridor complete with text and pictures.  If you are a school with ipads then a whole world of possibilities are probably open to you (leave suggestions in the comments section).
  • To use TL or not to use TL.  With groups where most carry on til GCSE then insist on some TL, otherwise make the activity about presentation skills (perhaps colloaborate with English).
  • Horrible Histories.  Having met Terry Deary, the man is on to something.  The more gory or wacky it is; the more kids  will read about it.  Perhaps get your kids to go after the lesser known facts.
  • Ban certain websites.  Wikipedia is not always correct.  At university when I looked up the Spanish Civil War it turned out it was Manchester United’s sub goalkeeper!  Encourage use of reputable sources.
History Culture Geography
Guerra de independencia Don Quixote Espana
Islamic Conquest of Spain Gabriel Garcia Marquez Bolivia
The Inquistion Cataluna Peru
Colombus Castilla y Leon Paraguay
Spanish Civil War El País Vasco Chile
Franco Flamenco Ecuador
Juan Carlos de Borbon Tango Honduras
Zapatero Bullfighting Costa Rica
Ernesto Che Guevara Galicia Puerto Rico
Simon Bolivar Bunuel Venezuela
Al Andalus La tomatina Colombia
Eva Peron San Fermin Los Andes
Evo Morales Pedro Almodovar El salar de uyuni
Diego Maradona Las islas canarias Patagonia

Spanish survival kit

Everything needed for the casual tourist.  What does a holidaying student need?

WEEK THEME
1 Introductions

Name ¿Cómo te llamas? Me llamo …,

How are you + opinions¿Qué tal? ¿ Cómo estás?

Numbers 1 – 20, Age ¿Cuántos años tienes?

Alphabet,

2 Personal information

Where live ¿Dónde vives? Vivo en …

Holiday dates, times

3 Food and drink

Basic vocabulary

Ordering in a restaurant/bar/café

Complaining – this is not what I ordered etc

Money and shopping

Currency

Asking how much

Understanding larger numbers and prices

I would like Quisiera …

I like/don’t like Me gusta…/ No me gusta …

5 Directions

Asking where places are in a town ¿Dónde está …? Esta … ¿Hay … par aquí?

Understanding directions

6 Revision

There are obvious benefits to this approach.  It gives students some revision of the basics and prepares them for holidays.  The downside is that it is too simplistic for some.

Start GCSE

This is this year’s idea.  As a department we looked at the new specs and decided there was some stuff we have never taught.  So we decided to give it a go.  The results have been surprising.  Most students seem to have taken to it as they appreciate it is necessary for their classmates.  Other groups with slightly lower numbers of GCSE students have found it a bit tougher.  They do however appreciate the more advanced themes (global understanding) and focus on being able to make up stuff on the spot.  Rachel Hawkes writes that students judge their TL abilities based on what they can say and she is right.

A Film

“But SLT would never allow it!!” I hear you scream.  You may be right but at the same time there is a lot to be gained, if it is handled well.

Things to consider:

  • Get permission from parents, HoD and SLT if needed.
  • Make sure it is already on your scheme of work!  History show films regularly, why not mfl?
  • Create a worksheet with questions to provoke thought.
  • Give pupils a selection of words to find and switch the subtitles on.
  • Give pupils a synopsis to translate sections of before starting.
  • Give the pupils some character bios to translate before starting.
  • Give the pupils some character bios to fill in during the film with multiple choice options.  Eg: Ramón es descapacitado / paralisado / activo
  • You could show them the trailer to give an overall picture.
  • You could give them a series of pictures from the film to put in order afterwards .(perhaps with a short Spanish explanation underneath.
  • You could write some true/false sentences for the students to work out.
  • You could make a multiple choice quiz based on the film using Kahoot to gauge their understanding of the film.

One of the most difficult GCSE groups I ever taught was spellbound watching el mar adentro.  17 boys, 2 girls and they were transfixed.  It also fed quite nicely into their Philosophy, Theology, Ethics lessons at the time.

Grammar Revision

If you have a group doing GCSE then take them on a grammar crashcourse.  I believe grammar teaching is important and it can be fun (post on quirky ways to teach grammar is coming soon).

Expo and Mira tend to cover something grammatical and then assume it is mastered at the end of that particular page.  The next time it is revisited, it will be similar but with something new added.  If you are following one of these schemes then you may find students are not quite as adept with the grammar as you would like.  Graham Nuthall (The Hidden Lives of Learners) suggests students need three exposures to new concepts before they start to embed them.  If you are using the above textbooks, it is entirely possible that students will only have had one exposure to some concepts.

The Euros, world cup, Olympics, Women’s World Cup, Wimbledon

Use it as an opportunity to teach opinions and the future tense in the third person.  You could also use it to revise past tense, weather and a variety of vocabulary.  More ideas on Wimbledon can be found here with this shameless self-promotion link.

I think that … is going to win

In my opinion England will win etc.

Perhaps you do something different entirely, leave it in the comments section below!