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…

money pink coins pig

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.

 

 

 

 

 

 

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

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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.

 

 

 

The Obligatory World Cup Post.

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If you’re enjoying the World Cup then you’re probably a football fan or (at the time of writing) have Uruguay, Spain or Portugal in the staff sweep-stake.  If you’re not enjoying the World Cup then chances are you’re not a fan of football, or the staff sweep-stake left you with Morocco or Iran.

The World Cup does lend itself to a variety of activities to revise material you have likely covered this year…

Recapping clothes and colours

This is one of my favourite ways to teach adjective endings.  Football kits lend themselves to this task as the link explains.  This could also be achieved with the flags of the countries.

Developing opinions and reasons

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CCO Public Domain

Why not get each member of your class to write a prediction?  You could even involve yourself in this, particularly if you’re still bitter about the sweep-stake.

I think that          <insert country here>  is going to win

I believe that      <team that is not England> is going to win

In my opinion   <probably Spain> is going to win

You could change this depending on the ability of the kids.  Students could add a reason for their opinion “because they have better players”.  They could add superlatives “because Ronaldo is the best”.  More advanced students could use a subjunctive: “i hope that”.

How are you going to watch the final – future tense revision.

Students produce their plans for the day of the final.  There is an opportunity here for a short piece of writing involving time  phrases, opinions, reasons and the future tense.  If they are not planning to watch it at all then it is still good future tense practice.

Consequences Activity

Students write their name at the bottom of a piece of paper.  They write a sentence at the top, fold it towards themselves and pass it on.  They keep going until all the sentences have been written.  It can produce something amusing.  Watch the kids closely (you know the ones I mean).

In the morning I’m going to…

For lunch, I’m going to…

In the afternoon, I’m going to

For dinner, I’m going to..

After having eaten, I’m going to…

… and … are going to be in the final.

Phonics Practice

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This is one I have used a number of times.  I always wonder why students can pronounce any footballer but then get every other word with the same sound patterns wrong!

For Spanish teams, pick one of the south american sides.  Far harder.  Most of the Spanish team will be well known to your kids.

Recap target sounds with students.  For Spanish this may be G, J, CE, CI, LL among others.  For French this might be silent endings or other sounds.  For Germany this could be sounds with umlauts, “ch” endings or double vowels.

Option 1: students announce the team to their partner as if they were on TV reading out the lineup.

Option 2: students race through the team trying to beat their partner to the end.

Option 3: teacher goes through lineup and students have to spot the mistakes made and correct them.

Song Activities

I think England could have stopped at that John Barnes rap or Footballs Coming Home

Sergio Ramos was involved in this beauty…

How to exploit it…?

Well, I had some ideas but then found this superb guide on Frenchteacher.net  Anything I write would simply be repeating the list.

Or use their Euro 2016 effort…

If you are a bit sick of the football, or your class is, then do the same with the song “Así Soy”  It worked wonders with my Year 10 class.

Comparatives/Superlatives Revision

Image result for greater than

The world cup is an opportunity to revise comparatives and superlatives.  Who is better, worse, faster, slower, uglier, less talented, more talented?  Who is the best, worst, most irritating?  There is a TES worksheet from a previous tournament that just needs a little bit of updating, as the Dutch did not make it this year.

Player Biography / Description

Image result for david de gea spain save

Mira 3 has a section on biographies of famous people.  Why not go for the footballers.  There is an opportunity here to practise the past tense with “he played for”, “he signed for”, “he was born in”.  There is an opportunity for the present tense “he plays for”, “he is a defender”.  I’m sure you can come up with even more ideas.

Read some tweets

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The vast majority of international teams are on Twitter, as are their players.  You could screenshot a few and use them as a translation task.  Example below:

Listening Bingo

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Give students a selection of football related terms.  You could record yourself commentating over a video clip, you could mute the clip and improvise on the spot, or use the original commentary (with advanced level)

Option 1: students select 5 terms and you play bingo.  First person to hear all 5 wins.

Option 2: students have a list and tick off as many as they hear.  People who get the correct number win.

 

 

 

5 Things to try tomorrow

These may already form part of your everyday teaching repertoire but here are five activities to try tomorrow.  Each has a differentiation and challenge added.

Quiz Quiz Trade

Everyone I know seems to understand this one differently.  I have seen it used in MFL and English in different ways.  It can probably be applied to other subjects too.  Here’s how I make it work in my classroom.

  1. Get the mini-whiteboards ready
  2. Project on screen 3 questions students have been learning.
  3. Students pick one of the questions and write it on their board.
  4. Students go around the room.  They must ask a question, answer a question and then swap whiteboards.
  5. They must perform 5,6,7,8 swaps before heading back to their seat.

Differentiation: You can differentiate this by getting students to write the start of an answer on the other side of the whiteboard.

Front of whiteboard:   ¿Qué llevas normalmente?

Back of whiteboard:    Llevo…

Challenge: You could have students put a word on the back of the whiteboard that has to be incorporated into the answer.   You could increase the variety of questions used or vary tenses used by questions.

Rewards: whilst the students are doing this, go around, listen and note down the ones who are going for it.  Reward them at some point in a manner of your choosing.

MM Paired Speaking

MM are the initials of the excellent teacher who showed me this.  It is an information gap activity but I like it as it practises speaking, listening, reading and writing.

  1. Students divide page into 3 columns
  2. Column 1 – write days of week in TL leaving 2-3 lines in between each
  3. Column 2 – pupils draw picture that represents vocab they have been learning such as places in town.
  4. Column 3 – leave blank.
  5. Project on board a question such as ¿Adónde vas el lunes? (where do you go on Monday?).  You could also project a model answer “el lunes voy al cine” (Mondays I go to the cinema).
  6. Model the activity with a keen student.  This stage is crucial for the activity to work well.
  7. Fiona asks Shrek where he goes on each day of the week.  When Shrek answers, Fiona uses her final column to write down exactly what he says.
  8. Shrek and Fiona swap roles.

Differentiation: Weaker students might need this printing out on paper.

Challenge:  You could increase the complexity of the sentence demanded by insisting pupils add an opinion.  This could be done by adding a column in between 2 and 3.

Car Race Quiz

I resurrected this little gem this week.  I cannot find the original car race powerpoint but you will find similar powerpoints here by the same author.  Car race, horse race or (at Christmas) race to Bethlehem should work.  For those of you big on knowledge organisers, this could be a different way to test them.

  1. Have a list of questions ready to test everything in a unit from key vocabulary to how to form various tenses or structures covered.
  2. Divide class into teams
  3. Teams take it in turns to answer.
  4. If they are right then click the car/horse/wise man (whichever you choose to download) and they will gradually move towards the finish line.  If a team is unable to answer, pass it to another team.
  5. Winners are first to the finish line.

Differentiation:  This can come through the questions you ask and how you tailor the activity to the students in front of you.

Challenge: you could turn this activity into a translation challenge.  First group to produce correct translation of a particular phrase gets to move their car forward.

Song gap fills

I don’t do these too often but a colleague of mine did one with a class recently.  Find a song and take out a variety of vocabulary.  You could look for words with a particular phoneme that you want students to practice or remove some verbs you have learnt recently. They listen twice or three times trying to put in the missing words and then you show them the lyric video for them to check their answers.

It is best done last lesson of the day or you will be hearing it all day.  Whilst my colleague suggested Kevin y Karla (check their Youtube channel out),  This one was a hit with my year 9s:

Differentiation: depends on the quantity words you take out.

Challenge: have two versions with words removed.  Remove significantly more from one version, or equally put the wrong words in and students correct them.

12 sided dice topic revision

If you have a set of these then great.  If not then tell students to roll a six sided die twice and add the numbers.

Set 12 tasks on the screen that link to the topic you have been studying. Give each task a points score according to complexity.

1 Simple vocabulary recall task

2 Explain grammar structure

3 Translate something

4 Make a sentence including …

etc

Differentiation: you could pair up students who are at a similar level.  You could turn it into a rally-coach task (the more advanced student does their own task but coaches a weaker individual to help them achieve).

Challenge: depends on the complexity of tasks set

GCSE: Customs & Festivals

800px-Santiago_Sacatepequez_Kite_Festival

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.

PaseoPrincipal-FeriaJerez-MIN-DSC04582

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

La_Tomatina_2014

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

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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.

 

 

 

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.

 

 

5 Things to try tomorrow

Number, Five, 5, Digit

It has been a while since writing one of these (or anything) so here are 5 things to try tomorrow.

Everydaymfl has been a little bit quiet of late but posts in the works include one on questioning and possibly one on the new GCSE – what I learnt teaching it so far.

No writing lessons

Writing is one of the easiest skills to show progress with.

  1. Student writes something
  2. Teacher corrects
  3. Student improves

However, students are used to a lot of this.  It really is quite something for them to have a “no writing” lesson in a subject they will typically associate with writing.  An entire lesson of speaking and listening is not a bad thing as it reminds them how important the skills are.   Some groups will be noticeably more enthused by this idea.  It is quite heavy on the planning and paired activity so you may want a settling activity at some point – perhaps hands up listening.

Group Model Essay

After my year 10 group seemed somewhat intimidated by the 150 word task in the new GCSE, I thought I would approach it gradually.  Here is what we did:

They were given a 150 word task from the AQA textbook.

In groups of 4 they drafted the best response on mini-whiteboards that they could come up with.  After some feedback from me, they improved the draft on mini-whiteboards.  One member of the group put it on to paper.  They handed them in and I typed them up on a word document with significant amounts of space around them.  I annotated the work highlighting tenses, good bits of grammar (comparatives, superlatives, subjunctives) and double ticks for anything that particularly stood out.

This was really well received and sometimes it is helpful to know “what a good one looks like” but also to know that you were involved in producing it.

Micro-listening enhancers

I have read a lot about these on Gianfranco Conti’s website.  I have found myself using them quite a bit recently as my speakers are kaputt.  The pupils did seem to be gaining confidence from them.  In teaching the perfect tense in Spanish, it seemed to have a positive effect on the pronunciation of “he” and “ha” et al later in the lesson.  Well worth a try and something I am looking to do a bit more of earlier on.

Photo Credit: immaculate-photons Flickr via Compfight cc

Photo Credit: immaculate-photons Flickr via Compfight cc

MM Paired Speaking

Possibly one of my favourite activities.  The MM refers to a lady I worked with on my PGCE.  In my mind the activity is named after her for two reasons.  1) I have never seen anyone else do it.  2) I’ve no idea what to call it!

Students divide their page into 3 columns.  If they don’t have a ruler then gentle folds work well.

  • Column 1: days of the week or time phrases in a list going down.  3 lines between each approximately
  • Column 2: draw simple picture representing an activity
  • Column 3: leave blank.
  1. Person A asks question for example: “Qué hiciste el lunes”
  2. Person B responds using time phrase and makes sentence based on picture “el lunes fui de compras”.
  3. Person A notes down in the empty column what their partner did on Monday.

You can add challenge by getting Person A to write in the third person on step 3.  You could differentiate for weaker learners by getting them to write a quick note as to what they heard.

This is a very versatile activity as it can be adapted to different tenses and languages easily.  It is good speaking and listening practice at the same time.  Both students should have that last column filled by the end of the activity.

The Future Tense Three Musketeers 

This came from a teacher I used to work with.  She would teach the future tense telling students that there are three musketeers.

Musketeer number 1 has 6 moves in Spanish.  Musketeer number 2 always does the same thing. Musketeer has different disguises but you can always tell it is him by looking at the ending.  The three can never be separated.  Once the concept has been introduced you may then move on to some mini-whiteboard practice.  Telling students to check musketeer number 1,2 or 3 seems to be quite effective.  It also seems to eradicate “voy a juego” or “voy a hago”

1                       2                                            3

Voy                  a                   ______________AR/ER/IR

Vas

Va

Vamos

Vais

Van