5 Things to try tomorrow

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My new years resolution of at least one post a month has not been kept.  Sorry if you stopped by in April looking for some MFL inspiration.  However,  here are 5 activities you can try with your classes tomorrow…or after the weekend!

4 in a row translation practice

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Photo by Miguel Á. Padriñán on Pexels.com

This was inspired by a game on my old Nokia (the only one they made that didn’t have Snake on it).  Pupils draw a 5×5 grid on miniwhiteboards.  You project a 5×5 table of phrases they must translate.  The winner is the first to score 4 in a row.  It’s like connect 4 but you can start anywhere.  The translations could be into English, or into the target language.  My preference is for the latter.  This works well when when you want to do some structured production before moving on to something more creative afterwards.  The example below shows a close battle between two students.

table game

Considerably richer than you…

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Photo by Skitterphoto on Pexels.com

This was inspired by a Harry Enfield sketch in which a character often pointed out to others that he was considerably richer than them.  Having recently taught house and home this works rather well.  Jed makes a basic statement such as “in my house I have …”.  His partner Leo then has to better the statement in some way.  This could be as simple as turning it plural or extending it.

Jed: “In my house I have a garage.”

Leo: “In my house I have 2 garages with a ferrari.”

 Jed: “In my house I have a bathroom.”

Leo: “In my house I have 4 bathrooms and a swimming pool..”

Scattergories

writing notes idea class

Photo by Startup Stock Photos on Pexels.com

This is a good revision activity if you need a quick activity for year 11.  10 categories on a slide and then give them a letter to begin with.  Pupils have 1 minute come up with ideas.  If someone else in the class has the word then they get no points.  If no-one has it then they get a point.  This can be done in teams or alone.  An example list is below.

  1. animals you wouldn’t have as pets
  2. School subjects
  3. Colours
  4. Weather
  5. Hobbies
  6. Festivals
  7. Adjectives
  8. House
  9. Holiday
  10. Food

Slowing listening on Windows Media Player or VLC

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Photo by Song kaiyue on Pexels.com

Students often find listening texts tough.  Some of the textbooks I have used over the past few years are exposing Year 7 to near-native speaker speeds and then give them a tricky activity to do!  A decent textbook that we often use had a good listening activity for practising directions but with a low ability year 8 group.  Groups like these often see listening as a test.  I slowed the track down to 0.7-0.8 of the speed.  It seemed to work, they found it slightly easier to pick out the language they were hearing and complete the activity.

In Windows Media Player, open any track. At the top there is are: file | view | play |   Under “view” you should see “enhancements” and then “play speed settings”.

If using VLC, then it is even easier.  Under playback look for “speed” and it has “slow” and “slower” options.

You will need to use your judgement for when this is appropriate.

Vocabulary Championship

man wearing blue suit jacket beside woman with gray suit jacket

Photo by rawpixel.com on Pexels.com

With exams approaching, I gave my foundation year 11 group a series of vocabulary tests consisting of common words from the exam board’s minimum vocabulary list.  We mark them, write in any that they didn’t know, glue them in books for revision later and then I collect in the scores.  There are prizes awarded as follows:

  • Top score in a single lesson
  • Top 3 at the end of the week
  • Top 3 scores of fortnight (this may not be the same three as end of first week)

The scores then reset from zero for the following week.  Each lesson, I would hint at the themes/topics for the next test.  Some students really will surprise you with their efforts.

 

 

 

 

 

 

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GCSE: Marriage/Partnership/Relationships

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Photo Credit: The Quiet One Harumi Flickr via Compfight cc

I doubt the above picture will ever be the subject of a “qué hay en la foto?”, however it’s copyright free so feel free to use it in your lessons!

It is definitely time for another post on GCSE topics, which is another way of saying it’s half-term and I have some time to write.  Having covered GCSE topics such as school, the environment, technology, customs and festivals and social issues charity and volunteering, it was time to look at the marriage and relationships topic.

AQA calls it marriage/partnership.  Edexcel calls it “relationships”, as does Eduqas.  This topic is one that I believe requires a degree of sensitivity when teaching.  I have always found it useful to pre-warn students when there are upcoming lessons on this topic.  For some, family relationships, divorce and arguments are the last thing they want to talk about because they are living through it.  The last thing you want is to dredge up unpleasant memories or experiences.

I’ve tried a variety of activities to make this topic more enjoyable for students and will share a few below.  Before starting this topic, it is really worth considering what you want your students to be able to say at the end and how it might be assessed.  You might think “well I do that all the time”.  However, are we thinking in terms of grammar, chunks of language or set phrases?  From a brief look at AQA’s speaking sample assessment materials.  Students should be able to…

  • give their opinion on marriage and appropriate age to marry
  • to explain a cause of divorce
  • talk about their ideal partner
  • state whether you believe marriage is important

You could also imagine how the topic is likely to appear in writing, listening and reading.

Here are some activities I have tried with groups on this topic.

Word Family Matchups.

Give students a list of nouns, verbs and adjectives.  They should all have very similar meanings eg: “love”, “to love”, “loved”  or  “girlfriend/boyfriend”, “to go out with”, “dating”.  Students have to match all three.  I found this was a good start to the topic as most students started picking up the spelling and meaning links between the phrases and gave them a good base of vocabulary for future lessons.

Synonyms match up around the room.

Give students a list of words.  Around the room you will have synonyms with a TL definition.  Students have to work out which synonyms go together.  This is best done with higher level groups after pre-teaching some basic vocabulary around the topic.

Ideal partner modal verbs

This topic is ideal for revising modal verbs (most common verbs).  If you are a fan of Sentence Builders à la Conti, there is plenty of potential here.  I’ve put two examples below.  Feel free to adapt them to French/German/Spanish/Italian etc.

I want                              to meet          a man              who         is                     adjective

I would like                                            a woman                         can be           adjective

I hope

Or

My ideal partner          should be                    adjectives

would be                     more adjectives

would have                 nouns

You can then do various games and mini-whiteboard activities based on these.

Consequences ideal partner.

I have used the above phrases in a consequences style activity.  Give out A4 paper, one between two.  Fold in half lengthways and chop.  Students put their name at the bottom of the paper.  Give them a sentence to create.  They write it at the top, fold towards themselves and pass it on.  Give them another sentence.  Repeat until most of the paper has been used and then return to original owner.  The original owner now has two jobs.  Job 1: translate what has been produced.  Job 2: write out a version correcting  anything they deem not to suit them.  For example, if their piece of paper says “my ideal partner would have brown hair” and they would prefer otherwise then they need to change it.

This vocabulary would also lend itself to a trapdoor activity!

Starts and Ends

I have always found this a good pre-writing activity to see how much students can produce independently.  Give them the start of a sentence that they must finish or the end of a sentence that they need to start.  It goes some way to mitigating the tension that arises when a student is asked to produce 40-90 words on this topic.

Mi novio ideal ______________________________

_____________________________________________ me hace reír

Semi-authentic Texts

I have a love/hate relationship with authentic texts.  With some topics I love them (food, restaurants etc) and find them helpful.  With some topics I cannot seem to find any that would better what is in the textbook.  This is where you can create your own (highly patterned and flooded with language you want them to learn, naturally).  I recently had some success with Fake Whatsapp.  Rather than an authentic text where you cannot select the language, here you can, in a way that looks authentic.  Add in some French textspeak, German textpspeak, or Spanish textspeak if you dare.

How can you turn this into something about relationships?  Let’s return to our earlier bullet points:

  • Your opinion on marriage: Produce a short conversation between two people discussing it.
  • What is the right age for marriage?  Produce a conversation between two people about a friend getting married.

Do every roleplay and photocard on this topic you can find

My experience of the new GCSE so far shows me that when students are confronted with a roleplay or photo card on school, free time, holidays or healthy living then they are largely fine.  When confronted with one on marriage or family relationships.  They panic.  In class I would make sure we have a go at these topics and trust them to be ok with holidays and school.  As there is only one of you and potentially 20-34 students in your room.  I have found some success using the following process for doing roleplays and photocards in class.  I have copied it verbatim from another blogpost on marking here.

  • 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 omnishambles 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

GCSE: Current and future study

After a far longer break than planned, EverydayMFL is back.  Prior to this hiatus, I had worked my way through a number of the less desirable GCSE topics to teach.  After going through  global issues, customs and festivals and charity and volunteering.  I decided school and study should be next.  Kids have mixed feelings about the topic.  Teachers might also have mixed feelings.  It comes with some nice easy grammar in Year 7 but then it is less fun to talk about in Year 11.

Here are a few ways to make the school topic fun.

Who’s the greatest?

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Photo Credit: jtfmulder Flickr via Compfight cc

Flowcharts are used heavily in other subjects but rarely in languages.  I’ve often used one set out as follows to allow students to give their opinions on the best teacher.  It is also great CPD as you can find out the one they genuinely believe to be the best and then learn from them.  Quite often the one described as a “legend” is different from the one they feel they learn best from.

                                             Opinion phrase

Teacher

is the most …

because (positive reasons)                 because (negative reasons)

although he/she can be

positive adjectives                                 negative adjectives

You could achieve a similar effect with a writing frame but I think the flowchart gives a slightly different feeling of progression.

At the end you could get them to apply it to a different topic.  Whilst the phrasing is slightly artificial, it should show the students that the same structure can be applied across topics.

I think that <insert sport here> is the most … because … although it can be …

Hogwarts Conditional

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The majority of students still appreciate the Harry Potter books.  This allows you to teach conditional clauses: “if I went to Hogwarts, I would study …”  “If I were at Hogwarts, my favourite teacher would be…”

List of subjects here if you need them.

Alternatively …

If I were the boss

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Again teaching conditional clauses, you would be surprised how many students want to talk when they are given a writing frame on school improvement.

“If I were the head, I would…”

“If I had the choice, I would…”

“If I could, I would…”

Clause structures & Descriptions

Early in year 7 students are likely to have learnt how to describe people. It is often worth revisiting in year 10-11 but I have tried to do it with more advanced clause structures:

  • Not only…but also
  • Both … and …
  • Neither … nor
  • Regardless of whether … is …, I think that …
  • He/she can be … but can also be …
  • In spite of being … , he/she is also …

Germanists can have a field day here with “weder…noch…”, “egal, ob…”,  “zwar…aber…” and “sowohl…als auch”.  I’m sure French and Spanish teachers can come up with a few.

Describing your school

Image result for school floor plan

This has got to be one of the most tedious bits to teach.  I cannot imagine many students enjoy relating the facts that their school has classrooms, modern science labs and a small playground.  Here is an activity to make it ever so slightly more interesting:

Teacher gives half of the class mini-whiteboards.  The other half are given cards containing a description of a school (parallel text in both languages).  Starting in the top corner students draw in the rooms as they are told where they are.  The whiteboard is then passed to the other person to check.  They then rub out any wrong rooms and read those parts again.

You will need two sets of descriptions so that both people can have a go.

This could also be done as a whole class listening task.  You could even do the school you are in and get students to spot the mistakes you make.

After School Clubs

Image result for fencing

Again, another topic to enthuse…

Essentially from this you want students to come away with a structure such as: “después del instituto”, “después de haber terminado mis clases”, “après avoir fini mes cours”, “am Ende des Tages” combined with the preterite/passé composé or perfekt tense

Have students look up some slightly more interesting activities in advance of this lesson.  Fencing, bungee jumping, quidditch, gaming.  They can then practice the structure you want them to learn.  I can imagine some quite creative efforts once you add in TMP (Germanists only).

Future plans Cluedo

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ah…the good old days

I was introduced to “who killed Santa” cluedo in my NQT year by two super language teachers I worked with.  The structure can largely be applied to anything.  Another popular language teaching website calls it mind-reading.

Give students the following table on a slide.

They pick three phrases and write them on a mini-whiteboard or in books.  The student guessing needs to read out the verbs at the top and the infinitives.  The person with the three answers can only tell them how many they are getting right.

I want to… I’m going to… I would like to
infinitive chunk
infinitive chunk
infinitive chunk
infinitive chunk
infinitive chunk
infinitive chunk
infinitive chunk
infinitive chunk
infi YOU nitive
infi GET nitive
infi THE nitive
infi IDEA nitive

This is great as you can recycle quite a lot of language and also three ways of talking about the future at once.

 

 

 

GCSE: Customs & Festivals

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Picture of Santiago Sacatepequez by gringologue [CC BY-SA 2.0 (https://creativecommons.org/licenses/by-sa/2.0)%5D, via Wikimedia Commons

The Spanish speaking world is full of a variety of festivals.  From the perilous San Fermín to the picturesque Fiesta de los Patios en Córdoba or contemplative Semana Santa.  If you look further afield you will find El Día de Los Muertos/El Día de La Muerte,  and El Yipao in Colombia.

AQA refers to this topic as “customs and festivals in Spanish speaking countries/communities”.

Pearson/Edexcel refer to it as “celebrations and festivals”.

WJEC refer to it as: “festivals and celebrations”.

The ideas discussed in this blog and inevitably the language used will unavoidably favour the exam board I’m currently preparing my students for.  Nevertheless the ideas themselves should be applicable to any exam board and adaptable to languages other than Spanish.

It is worth considering how a module like this one might be examined.  It could be tested by all four skills

  • Speaking: any of the three elements could include something related to this topic.  Your sample assessment materials should give you an idea.
  • Writing: write about a festival/celebration you went to or would like to go to
  • Listening: listen to an account of Carnival and answer questions (AQA SAMS)
  • Reading: same as above but text on page

Here are some activities I have tried over the course of teaching this module.

The VLOG

This was an idea from a colleague of mine and one of the best MFL teachers I know.  The ultimate aim is that students produce a VLOG (video-blog) in which they describe a Spanish festival.  A growing number of the students I teach want to be “Youtubers” so they welcomed this idea.  Students were told they can appear in the VLOG if they choose or they could do something similar to Tio Spanish.  The main rule was that it was them doing the talking.  The structures I wanted the students to be using included the following:

it celebrates, it takes place in, it is, there is/are, you can see, you can, it starts, it finishes, it lasts, it is one of the most … , it has, it involves, it includes, I would like to go, because it looks, i would recommend it because it is.

Part 1: 2-3 lessons of controlled listening, reading, speaking and writing practice ensued trying to recycle these structures as much as possible.  I had been reading quite a bit over half-term and wanted to try out some new ideas.  One source of ideas was The Language Teacher ToolkitThe Language Teacher Toolkit.  Another was the Language Gym Blog.   A number of these formed part of the lesson and I wrote a number of texts that recycled the target structures above.

Part 2: I took the students to the ICT room.  They researched key details about a festival from a selection I had produced.  No-one did La Tomatina because that was on the scheme of work for subsequent weeks.  After that students produced a script using as many of the target structures as possible.

Part 3: They handed in their scripts, which I marked.  They then corrected and improved it based on feedback they were given so that their VLOG recording is grammatically sound.  As part of this, they also had to underline any words that they felt were tricky to pronounce.   Those that finished this redrafting process worked with me on how to pronounce the words.  Others were directed to Voki.  Whilst not perfect, it will do the job.

Part 4: Students are currently recording their vlogs.

 

Festivals that match interests.

Sometimes it is worth investigating a little more to find out some more festivals out there.  UK textbooks tend to emphasise la tomatina or navidad.  I think the former because it captures the imagination and the later because students can relate to it.  One student was quite motivated by the fería de caballos in Jerez.  Another really enjoyed looking into la mistura peruana (Peru’s food festival).  Día de amistad (South America) was perceived to be a great idea by another student and they wondered why we don’t have it here.

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Android Game

This was a way of practising the key vocabulary around festivals.  Here’s how it works:  Frodo draws 9 dots on a whiteboard in a 3×3 pattern.  Frodo then joins up 4-5 of the dots consecutively like an Android phone password.

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On the screen have 9 squares with phrases in.  These correspond to the 9 dots.

Sam’s job is to crack Frodo’s password.  Sam says the phrases on the screen trying to guess where Frodo’s password starts.  Frodo can only respond “si” when Sam has guessed the first one.  Even if he has said other parts of the pattern up to this point, he must get the first one.

The main aim here is repetition of vocabulary and familiarisation with the target structures.  You should advise students beforehand not to use their actual phone password.  You would think it might not need saying, but it does.

Trapdoor with lives

Trapdoor seems to be a staple of MFL teacher PowerPoints on TES.

trapdoor

Danielle was kind enough to let me use this example of trapdoor. You should visit her site: Morganmfl

The prevailing methodology seems to be that students restart when they get it wrong and go back to the beginning.  A slight twist I have tried recently is giving students a number of lives.  They then have to reach the end alive.  This means that they have a greater chance to use all of the vocabulary on the activity.  I tend to base the number of lives on 1-2 guesses per section.

For festivals I used the idea of a past tense account of the festival including the following vocabulary:

I went to, we went to, my friends and I went to, we participated in, we threw, a lot of, we ate, we drank, it was, we are going to go again, because it is, we are never going to go again,

Mastermind with lives

Image result for mastermind board gameAgain using the same principal as the trapdoor activity above.  Students have to guess what their partner is thinking.  They can only tell their partner how many they get right.  Place a table on the board with 3-4 columns.  The original game to the left uses four.  Personally, I prefer three for MFL lessons.  One student writes the target phrases in their book.  The other tries to guess the phrases that they have written.  This can be made quicker by giving students a number of lives.  It also means both students are likely to get a go.  Students seem to enjoy this one.

TL Questions and TL answers

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By Carlesboveserral [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)%5D, from Wikimedia Commons

This module has been great for training students to respond to target language questions with target language answers.  Using the AQA book, we covered la tomatina.  I wrote text about la tomatina from the point of view of “Marcos” who attended la tomatina.  There were then 8 TL questions with relatively simple answers in the text.  Part of the activity was to train pupils to look for language that is similar to the verbs in the question.

If this is the answer, what is the question

In the subsequent lesson, I jumbled up the TL questions and TL answers and asked students to match them.  The answers were on the left of the slide and questions on the right.  To increase the level of challenge in this activity, you could have students create the questions themselves.

Four Phrases One festival

Have four boxes of text on the screen.  Three of the boxes all partly describe a festival.  The final box should have some details that do not correlate with the others.  Students need to work out the festival as well as which box does not help them.  The idea behind this was to give them practice of filtering out the distractors when looking at higher level reading texts.  Depending on the level of your class you can make this as subtle as you feel is right.

Dice

I’m not quite sure where I would be without a set of 6 sided and 12 sided dice in lessons.  Aside from the rather popular “one pen one die” activity, you can do a variety of things.

Improvisation – students make a sentence based on prompt.  You could add a minimum word count to stretch them.

  1. Where was the festival?
  2. What was it about?
  3. What did you see?
  4. How was it?
  5. Who did you go with?
  6. What did you like most?

Roll, say, translate – Hugh rolls the dice and says the sentence.  Zac translates into English.

  1. se celebra en abril
  2. tiene lugar en Sevilla
  3. hay muchas casetas
  4. empieza dos semanas después de la Semana Santa
  5. la gente baila sevillanas, bebe manzanilla y come tapas
  6. Quiero visitarla porque parece bonita

etc

Extreme Snakes and Ladders

File:Snakes and ladders1.JPG

By Druyts.t [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)%5D, from Wikimedia Commons

I’ll be honest with you; it is not extreme but the name seems to have an effect on classes.  Find a snakes and ladders board.  Set sentence-making challenges for anyone who lands on a number ending in 1,3,5,7,9.  You could also add a snake stopper and ladder allower.  These should be tricky tasks.

1  Where was the festival?

3  What was it about?

5  What did you see?

7  How was it?

9  Who did you go with?

Snake Stopper: make three sentences about a festival that includes the words … , … and …

Ladder Allower: Describe a festival you wouldn’t go to and why

If you have managed to read this far then well done!  Feel free to tweet any ideas to @everydaymfl or leave a comment below.

 

 

 

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
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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.

 

GCSE: Social Issues. charity and volunteering.

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Photo Credit: mypubliclands Flickr via Compfight cc

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:

 

 

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