Some light reading

Books to improve your practice

It might seem odd to some teachers out there to read a book about teaching, particularly during the holidays, when one should be relaxing.   However, there is definitely a lot to be gained from some of the literature out there.  Here are the ones I have learnt the most from when it comes to MFL teaching.  To some readers, it may come as a shock that “The Language Teacher Toolkit” is not on there, however I have only just purchased it and have only read a couple of chapters.

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The Craft of the Classroom – Michael Marland (1934-2008)

This book was immensely helpful in my PGCE, NQT year and early years of teaching.  Although it was written in the early nineties, the wisdom it provides is timeless.  The late author covers relationships, discipline, establishing habits, parents, pressure, classroom layout, displays and more.  Michael Marland, the author, comes across as a man who loved teaching.  This book leaves nothing out.  The effects of adverse weather on pupils is noted and the presence of plant-life to brighten up the classroom is suggested.  His emphasis on the power of positive strong relationships comes across throughout.  Having lent the book to an NQT, I am indebted to the Guardian for the following quote from the final page of the book:

“The craft [of the classroom] won’t work without a spirit compounded of the salesman, the music-hall performer, the parent, the clown, the intellectual, the lover and the organiser, but the spirit won’t win through on its own either. Method matters. The more ‘organised’ you are, the more sympathetic you can be. The better your classroom management, the more help you can be to your pupils.”

Michael Marland Obituary

Photo Credit: Richard Ricciardi Flickr via Compfight cc

Student reactions to speaking activities.

Target Language Toolkit – Allison Chase

Target language use varies widely between classes, teachers, students, lessons and schools.  This book has 90 ideas to increase TL usage in the classroom and is great to dip into for ideas occasionally to avoid getting stuck in a rut.  Having picked it up again recently I am very tempted to try the following:

  1. List of 100 phrases.  This is a list of 100 phrases or utterances that all pupils should be able to use.  I think a mixture of testing and rewards may get them to use them more.
  2. Talk Time – 5-10mins speaking at the end of a lesson using whatever prompts the teacher brings.  This could be objects, photo, music, something to eat.  The author mentions she tried a blindfolded taste test of dark, milk and white chocolate with learners having to explain which kind they were eating, and which they preferred.  I may make this one a teacher-led activity!
  3. Emergency flashcards for TL-shy classes – series of flashcards with the most basic phrases “yes”, “no”, “please”, “thank you”.  I may adapt this slightly to have pronunciation on there too so that the learners can build their confidence.

Other areas covered include routines, games and activities, developing TL beyond the classroom and having a department wide TL policy.  If you are considering a purchase, a longer review can be found here courtesy of Steve Smith.  You can also follow the author on Twitter @AllisonChaseMFL.

Photo Credit: <a href="https://www.flickr.com/photos/35844974@N07/4635579067/">Arthur Schneider</a> Flickr via <a href="http://compfight.com">Compfight</a> <a href="https://creativecommons.org/licenses/by-nd/2.0/">cc</a>

Photo Credit: Arthur Schneider Flickr via Compfight cc

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

This is quite simply a superb book.  The blurb on the front says “a cognitive scientist answers questions about how the mind works and what it means for the classroom.”  It sets out this vision and sticks to it.  A selection of chapter titles includes:

  • “Why do students remember everything that’s on television and forget everything I say?”
  • “How can I help slow learners?”
  • “Is drilling worth it?”
  • “How should I adjust my teaching for different types of learners?”  This  chapter ripped apart the Learning Styles Theories that I was taught on my PGCE.

The questions above are ones teachers ask themselves regularly!  Each chapter is easy to read and answers the question it poses.  Some chapters contain examples that the author explains.  Sometimes there are examples that he lets you follow and work out, before presenting you with the answer, along with how your brain got there.  Each chapter concludes with “implications for the classroom” and the book concludes by turning its attention to the reader.  It asks the questions we should ask at the end of any educational book: What have you learnt?  And what are you going to do about it?

German French Spanish Flags

Upgrade your French / German / Spanish – Margaret Jubb, Annemarie Künzl-Snodgrass, Silke Mentchen, Abigail Lee Six.

30 days of grammar, vocabulary and language development lie within the pages of these books.  The books are generally designed for those between Sixth Form and University to shore up the basics of their language use.  I would suggest they are excellent for MFL teachers who wish to work on their weaker language, but cannot access evening classes or are pressed for time.  They may also be a good resource for your G&T students or native speakers.

Self-testing quizzes allow you to track your progress and see how you are doing. Answers can be found in the back.  The first week of the German one is as follows:

  1. Cases
  2. Describing people -acquaintances, hairstyle, eyes, glasses, character, attitude, being keen on someone
  3. Pronouns
  4. Family and Society – genitive and possessive pronouns
  5. Nouns – genders and plurals
  6. Leisure – sport, verbs using fahren, meeting up with friends,
  7. Relative Clauses

 

Photo Credit: inspirationsyouth Flickr via Compfight cc

Photo Credit: inspirationsyouth Flickr via Compfight cc

Cracking the Tough Class – Bill Rogers

Bill Rogers is a bit of a favourite on PGCE courses.  None of the books on behaviour seemed to deal with some of the classes I encountered.  This one gets close.  It looks at the features of tough classes and how to deal with them.  There is an entire chapter on how to establish the right environment with a tough class at the outset and how to effectively follow up disruptive students.  One of the later sections suggests how more experienced colleagues might support members of their department.  An idea – from this book – that changed my practice was having my tougher classes in teams that worked together.  There would be a prize for the top two at the end of a term, and a transfer window at the start of a the new term.  This book will not solve all your problems, but it might help you to find some solutions.  If the picture that headed this review summarises how you feel, when that group (you know which one) appear on the timetable; it may well be worth a look!

 

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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…

Things to keep from 2016

A belated Happy New Year to any readers and huge big thank you to almost 7500 people who read my ramblings last year!  It is quite humbling to see stats like that and also how far across the world it has gone.  Having said that, I’m sure there are some NFL fans out there wondering quite how they ended up on a language teaching website!

A bit of a reflective one to kick off 2017.  Looking back at 2016, there are some things I did for the first time that I want to keep doing.  Here they are…

Core Language Sheets

My 8s,9s and 10s have a sheet glued in the middle of their book where the staples are.  These sheets contain key verbs (conjugated and infinitives), time adverbs, conjunctions (not a fan of “connectives”), opinion phrases and much more.  They are used regularly by the majority of students in my class.  They are adaptations of ones that can be found on Rachel Hawkes’ website.  I changed some vocabulary items and also gave the fonts a slight upgrade.  They are great for learning homeworks such as “learn time adverbs section” or “write a sentence using each infinitive with no repetition”.  It has also stopped some of the “me gusta juego” that pupils often default to.

50-50 no hands up/hands up

I’m a fan of “hands up” and “no hands up” when questioning.  I am aware that some teachers will advocate a 100% no hands up approach.  This was suggested as an “outstanding” technique when I was training.  I’ve listed the pros and cons in the table below.  Hopefully you will see why I favour a mixture of both…

Pros Cons
Hands up 1) You see student enthusiasum for learning.
2) You gain an idea of student competence
3) Occasionally low-confidence students will go
for it so you have a good opportunity to build their
confidence with success!
1) Some students will never put their hands up
2) Some students will be too passive in lessons
3) The two above may become learned behaviours
No hands up 1) Keeps everyone on their toes
2) Does not allow an “opt out”
3) Allows teacher to target questions to
underachievers, pupil premiums, G&T etc.
1) High anxiety for some students low on confidence
2) Some students will go with “don’t know” and resist your attempts
to lead them to an answer.
3) If targeting underachievers, pupil premium etc too often, you
may miss others.

Find someone who…

My new favourite speaking/listening task.  For a detailed explanation look at 2.7 on Gianfranco Conti’s blog.  The example Gianfranco shares links to free time.  I have used it for future tense practice “find someone who will…” or past tense “find the person who did…”  It requires a little bit of preparation and printing.  The hard part is making sure that the students stay completely in the TL.

Teacher-led listening (Nick Muir / Gianfranco Conti / Steve Smith)

Photo Credit: musiccard Flickr via Compfight cc

Photo Credit: musiccard Flickr via Compfight cc

Listening activities in textbooks can be useful.  However, I  object greatly when the listening text involving types of transport contains sound effects!  I have started to do some of my own with varying successes.

  1. Sense or nonsense – Students work out if the sentence given is sense or nonsense.
  2. LH, RH, BH – Allocate three categories in advance, students close eyes and put hands up.  This can be done with tenses, opinions, negatives etc
    1. Left hand = future tense
    2. Right hand = past tense
    3. Both hands = present tense
  3. Spot the word missed.  Sentences on board, teacher reads out and students spot missing word or word added in.
  4. Mr Men/Real Madrid listening – used at the start of the year to help develop sound and spelling links.  Students have to spell the name of the Mr Man having only heard the Spanish.  Can also work with members of Real Madrid’s reserve team.

Invitation only twilights.

Finally, we get to some of my own ideas!  That being said, I’m sure that it is not original.  I know a number of teachers who organise twilights and invite their entire class and attain varying attendance figures.  This is compounded when you are up against core subjects, intervention classes, after-school detentions and some departments with more clout.  I tried a different tactic.  I invited 2-3 students each time.  Only one did not turn up.  Ways to make it work are as follows:

  1. Invite the student personally a week in advance, have them note it in a planner.
  2. Make it really clear what they are going to get from the session.
  3. Bring something of a sugary nature

Having a smaller GCSE group helps, but even with a larger one you could plan it out over time.

L shapes game – conjugation and translation

Produce a grid of conjugated verbs in TL or English (8×8, 6×8, 10×5 whatever size suits you or whatever preparation time allows).  Students start in opposite corners but can only move in L shapes like the knight on a chessboard.  To be able to shade in the next square they need to be able to pronounce the word accurately and translate it.  They keep going until they cannot move any longer.  Winner is then the one with the most squares.

 

Traffic light book hand in.

Photo Credit: <a href="https://www.flickr.com/photos/34001170@N03/31256222322/">enzovelasco</a> Flickr via <a href="http://compfight.com">Compfight</a> <a href="https://www.flickr.com/help/general/#147">cc</a>

Photo Credit: enzovelasco Flickr via Compfight cc

This came from one of our newer teachers.  She has three boxes in her room.  Green, yellow and red.  Pupils put their books in at the end of the lesson depending on how well they feel they have coped with the material covered.

  • Green = I’m fine, no problems
  • Yellow = I struggled a bit
  • Red = I found that really tough.  Help!

You can then mark in an order that deals with the greatest need first, and target your marking more effectively.

Snakes and Ladders with heavy TL use.

snakes-ladders

I tried this with a low ability group and then with a higher one. Pupils have to do a task if they land on odd numbers.  If they fail they move vertically down a square.  Pupils also have to do a task to ascend a ladder or stop themselves slipping down a snake.

  • 1 – sentence with fui a + country
  • 3 – sentence with fui + transport
  • 5 – sentence with fui + people
  • 7 – sentence with fue +opinion
  • 9 – sentence with fueron
  • Ladder ascension: sentence with fui + country, transport and people
  • Snake Stopper: sentence with fui + country and 2x activities in preterite.

Save your money by doing the following:

  1. Get 8-10 boards photocopied for your class.
  2. Counters are rubbers, sharpeners, pen lids, 5 pence coins etc.

 

 

Teaching Social Media and the Internet

Photo Credit: Apex Web Firm Flickr via Compfight cc

Photo Credit: Apex Web Firm Flickr via Compfight cc

 

I’m learning new words with this topic!  Here are a few:

  • delizar – to swipe
  • tuitear – to tweet,  hotly debated – should it enter the Spanish language or not?
  • unidad de red – cloud storage

So how do you teach it to tech savvy teenagers?  I’ll be honest.  I haven’t cracked it and I’m teaching the module at the moment.  I’ll add to the ideas below if I stumble on anything useful.

Translation challenge

Divide students into A and B before revealing a slide with these:

Translations A Translations B
5 Sentence in Spanish here Sentence in English here
10 Tougher sentence in English here Tougher sentence in Spanish here
15 Equally tough sentence in Spanish here Equally tough sentence in English here
20 Horrible sentence in English here Horrible sentence in Spanish here (present subjunctive anyone?)

Student who gets the highest points score wins.  They can start wherever they like.

 

A3 Answers B2 Responses and C1 sentences

This is an adaptation of an idea from the brilliant Rachel Hawkes.  You give the kids questions like the ones below but tell them that you want an A3 answer.  The kids then have to include those things in the answer to the question.

¿Para qué usas Facebook?

¿Tienes un blog?

¿Cuántas seguidores tienes en Twitter?

A use perfect tense                                            1 use a linking word that is not “y”

B use a sentence containing lo/la                 2 use an opinion without the word “gusta”

C use present tense                                           3 include a time phrase

D use opinion                                                      4 include an item of vocabulary from last lesson

5 lines up

Whilst this is not in anyway linked to the internet topic, it is something I am experimenting with.  All learners rule off their page 5 lines up from the bottom.  This new section of book is for any new vocabulary.  This could be something they ask me for, something they find in the dictionary, or a new word encountered in a reading or listening text that they plan to look up later.  It has the advantage of allowing them a means of retaining the new language and also shows it linking to the learning that took place in that lesson.  Hopefully that should mean that words heard once or seen once, are not simply forgotten.  My hope is that by processing it a few more times that they will retain it.  It might also foster some independence.

Language Gym Verb Trainer & Boxing

The topics in the AQA book have a hefty amount of grammar (perfect tense, verbs with prepositions, por/para and the present continuous).

The Language Gym website has a great verb trainer but also in the “games room” section there is a boxing game on technology. It is a nice way to consolidate and extend vocabulary.  It could be very effective in the practice phase of a lesson or equally as a consolidation homework.  The rock-climbing game is really clever although I feel terrible when I get it wrong and hear the “aaaaaaaaaaahhhhhhhhh” sound.

Photo Credit: <a href="https://www.flickr.com/photos/36647280@N07/29104615800/">beyondhue</a> Flickr via <a href="http://compfight.com">Compfight</a> <a href="https://www.flickr.com/help/general/#147">cc</a>

Photo Credit: beyondhue Flickr via Compfight cc

How long can you keep it  up for?

This one is all about conversation.  Give groups of 3-4 students a series of cards with questions and maybe some support via a speaking mat if needed.   Nominate a starting student.  Explain that student 1 can question any of students 2,3, and 4.  After 2,3 or 4 has answered then they have 3 options.  The first is to ping the question back at person one.  The second is to ask someone else the same question.  The third is to ask another question of someone else.  Tell the group they have to keep the conversation going as long as possible.  Write up on the board the amount of minute and half-minutes they have managed to keep the conversation going in Spanish.  I think some teachers call this group talk.  It may well be that but I want the focus to be on the time aspect.  They tend to feel more confident and sit taller when they realise they have just managed 5 minutes in Spanish together.

Perfect Tense – “Have you ever…?”

The AQA book uses the internet topic to introduce the perfect tense so once the students have got the concept then you could get them generating a series of 5 questions for their partner on any topic.

¿Has jugado … ?

¿Has probado …?

Tarsia Puzzles & Dominoes

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Photo Credit: toonarmy59 Flickr via Compfight cc

Tarsia is one of my favourite activities but does take a while to set up.  It is a good plenary or starter to recap something you have taught in a prior lesson.  You will need a printing and photocopying budget!  Clicking the link will take you to the website where you can download the program.  It allows you to make activities such as dominoes.  You can also make triangles of little triangles where all the vocab must match in both languages.  Maths teachers use it for formulas.   Remember to set the form of entry to “TEXT” or it will crush your letters together.  If you can trust your students with scissors then they can chop them.  If not, employ the skills of your tutor group and bribe reward them for their efforts.

2 options for use:

  1. English – Spanish vocabulary matching  “deslizar” = “to swipe”
  2. English word – Spanish definition “Youtube”= “Sitio para videos”  “desinstalar” = “proceso de borrar app”.

 

¡No te metas a mi facebook!

Resources for this lesson can be found here

Lyric video here

If the lesson plan and resources on TES are not enough then how to exploit songs can be found in the Teacher’s Guide section of Frenchteacher.net

Spanish Text Lingo

I believe the kids call them “group chats” now but teach them some basic Spanish phrases for this purpose.  See if the students can work out any of the following:

  • grax – gracias
  • tqm – te quiero mucho
  • bss – besos
  • komotás – ¿Cómo estás?
  • de nax – de nada
  • 50538 – I’m not telling you this one.  Turn your phone upside-down and read it

Verb Tables / Verb Stars

There is a lot of good grammar in this topic if you are following an AQA scheme of work so make use of it as an opportunity to teach them verb tables and how to use them.

descargar – to download

descargo    descargüe    voy a descargar    he descargado   etc

Whilst I am not a massive fan of learning styles theories, I appreciate that some learners prefer to lay out information in different ways.

Lists – colour-coded subdivisions:

Descargar

Present:  descargo

Past: he descargado / descargüe  / descargaba

Future: voy a descargar / descargaré

Make sure students stick to the same colour coding or they are simply going to cause themselves confusion.

Brainstorm / Star

Put infinitive in the middle and add others around it.  To make it more asthetically appealing putting a star around the infinitive is useful.

How many different ways can you use that infinitive?

There are many verbs in Spanish that precede an infinitive.  Students could use those as well.  Germanists will know what I mean by Modalverben.

Puedo / Quiero / Tengo que / Debería / Me gustaría etc

 

 

 

 

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…

 

Everyday Grammar Fun (part 1)

Grammar teaching is an inevitable part of MFL teaching.  Whilst there are debates about how much should be taught and how it should be taught; there is no escaping it.  Grammar can be tougher to teach in some schools than others.  So below are a variety of ways that I have used to try and make it a little bit more memorable and enjoyable.

Verbs and Conjugation

Chocolate can be used to explain a fair number of grammatical principles.  Whilst it is ideally suited to the idea of singular and plural,  I stumbled across this one a while back.

Chocolate – In Spanish to conjugate any tense, one removes the AR/ER/IR ending on the infinitive and replaces it with a different ending.  It is a bit like having a bar of dairy milk (infinitive), ripping off the final third (ending) and replacing it with a piece of Yorkie. The bar is largely still a dairy milk (thankfully) but the ending has changed and so looks slightly different as a result.  I have found this can help some students to get the concept in their head.  If using this explanation it is best done visually with the chocolate bars themselves.  You can offer them to whoever works the hardest that lesson, or simply consume it yourself at lunch.

Throw – Normally this is a plenary activity.  I have seen a good number of MFL teachers throw some form of stuffed toy around a room with some differentiated questions to discern the level of understanding their pupils have attained or demonstrate what they have learned.  Equally you could use the stuffed toy to explain verbs, pronouns and ending changes.  I throw, you throw, he catches, she throws, we catch, they throw etc.  When moving into plurals you may need 2 animal toys…

Yo tiro    Tu coges   El/Ella tira   El/ella coge   etc

Ich werfe   Du wirfst     Er wirft   Wir fangen   Er fängt   etc

In AS & A2 German, I had a teacher who insisted that we conjugate verbs as a starter every lesson.  It would follow this pattern:

  1. Class call out verbs – the more varied the better: springen, streichen, schminken, treffen, lesen, lassen, sprengen, pfeiffen etc.
  2. Verbs listed down side of whiteboard with (W) for weak verbs/regular verbs
  3. Each verb would be chanted: “pfropfen, pfropft, pfropfte, gepfroft”, “denken, denkt, dachte, gedacht”, “singen, singt, sang, gesungen”.
  4.  She would demand snappy sentences with modal verbs in various tenses “i have to sing”, “i want to sing”, “I wanted to sing”, “I had to sing”
  5. After that came the recent grammar items eg: relative clauses “the man, who had to sing”.
  6. After the main part of the lesson began, the challenge was then to use them in written or spoken form later in the lesson.

It worked as I can still do it years after.  Admittedly the nature of German tenses makes it easier and rhythmic but maybe there is a way to do it in French and Spanish.  I have started to try stages 4 , 5 and 6 with Key Stage 3 and 4 in Spanish to get them combining verbs and infinitives.

Present Tense

Today at Wimbledon.  This is a nice one for Mira 1 after the modules on verbs, sports and weather all appear within a short space of time.  You will need to recap the verbs, particularly in the third person and then the weather phrases.

Students have to script the Today at Wimbledon programme to explain what is happening today.

eg: Hoy en corte número uno Roger Federer juega contra Bob Marley*.  Ahora es la una y media.  Esta manana hace sol y hace calor pero a las cuatro llueve.

*most of your class will only know a handful of tennis players but they seem to enjoy it when Roger Federer defeats the Headteacher in straight sets 6-0  6-1  6-0.

To extend them and prepare them for the idea of tenses, you could give them a conversion table for the key verbs for future and past tenses.  It might be helpful for them to see how the stem remains largely unaffected but the ending changes to indicate the time-frame.

jugó  ¦    juega ¦  va a jugar   ¦ jugará

Past Tense

Consequences is a great game whatever age you are.  Great for practising past tenses.  You give a kid a piece of paper and ask them to put their name at the bottom.  This is a really important bit of instruction but you would be amazed how many go on autopilot at this point!   The students write a sentence, folder the top of the paper over so it cannot be read and pass it on.  You may like to give them a particular verb to use or a time/manner/place phrase to fit into their sentence.  This is ideally done at the production phase of your lesson when they have acquired plenty of vocabulary and past-participles.

Anna hat Georg getroffen.

Anna und Georg sind ins Kino gegangen

Anna und Georg haben Krieg der Sterne gesehen

When you are finished with the story the students should be able to locate and return the original piece of paper to its rightful owner.  From there you could turn it into a translation task or a comprehension task.  You could set homework to produce a corrected or embellished version.

Songs – Songs get stuck in heads.  Fact.  One for French and one for Spanish below.  Enjoy!

Raps – I wish these guys would go slightly slower but they have added subtitles!

Future Tense / Conditional

The following two are definitely more for the practise/production phase of your lesson.

Bucket lists – The idea of making a list of things to do before you kick the bucket has been around for a long time and was popularised by the appropriately named Hollywood feature “the bucket list”.    Most students will be asked at some point about things they would like to do later in life, probably in a GCSE oral exam.  Depending on the level you teach you may want to warn them not to overcomplicate!

I will go to Disneyland – Ich werde nach Disneyland fahren

If you are going beyond the simple then insist on reasons with subordinate clauses or a new clause bringing in a third person “my friend will…”

Scenes we’d like to see – This was borrowed from a mixture of Frenchteacher.net and popular comedy TV show Mock the Week.  The TV show has a final round where comedians give short comments on topics they are given.  Here are some “topics” you could use in class:

  • Things the queen will do at the weekend
  • Things <insert teacher here> will never do – this one is dangerous in the wrong hands!
  • Things that will never happen – expect England team related comments here!
  • The new school uniform will be..
  • <insert teacher here>’s new years resolutions.

Imperatives

In French this is largely easy to teach.  The “tu” form for informal commands and the “vous” form for more formal.  If you have presented and practised the rules then you could do the following:

  1. Blindfolded directions – set your classroom up in a bit of a maze shape and get students to direct a blindfolded partner through the maze.  Teach them the word “step” so they can take two, three, four steps forward etc.
  2. School trail – give students directions to follow around the school.  They probably need a sound warning about behaviour.  You can get very creative with this.  Here is how:
    1. When students arrive at the location, they collect a new set of directions from the room of that particular member of staff.  Give another member of staff an envelope containing a second set of directions back to your room.  Alternatively blue-tac the envelope to the door
    2. If students study two languages then use both!
    3. Have an expert in your group.  Give one student an idea of the route they will take and have them occasionally advise the group on the right way to go.
    4.  On their return the group composes a new set of directions.  It is then given to another group to test out!
  3. Make paper aeroplanes/swans etc – give the students a set of instructions and a piece of paper.  Using their knowledge of conjugation and translation, students have to follow the instructions to make whatever paper creation you have decided upon.

Prepositions

In German these are trickier as they involve cases.  Most students do not struggle with accusative and dative ones.  The struggle is for the ones that could be either.  Explaining the rule of movement vs position helps massively. My university professor once took great delight in telling a class that my translation had me driving my car “into the doctor”.  He did miss a teaching opportunity for further practice with sentences such as “mein Arzt liegt auf dem Boden” or “jetzt bin ich direkt vor dem Richter”.  I find the following flowchart helpful:

Prepositions

Feel free to use this resource in your own teaching.  To alter a well-worn teacher cliche I would be “angry and disappointed” to find it on TES with a charge attached.  

Eclairs – My old German teacher finished a lesson on prepositions by positioning chocolate eclairs (the little ones, not the cream filled ones) around her classroom as a plenary task.  If you could explain where it was in German, you got it.  Instant engagement and a bit of a challenge.  Strangely, the class wanted to practise prepositions every week after that…

Frog – there is a really good powerpoint somewhere out there where a frog appears in different places in a room.  Students then have to produce the sentence on mini-whiteboards.  As I cannot find it anywhere then here is a link to a worksheet on the topic. For those who are au fait with Powerpoint,  it should not take too long to produce a powerpoint with a picture of a room and a frog that appears in different locations.  With the mini-whiteboards you do gain an idea of who simply knows the vocabulary and who can manipulate it.

Reflexive verbs

I would assume most MFL teachers would introduce this with a  few rounds of Simon says and a comic strip for homework.  My boss looked worried when I told a class to use a website called Strip Generator.  I really have no idea what was going through his mind…  Reflexive verbs are almost always introduced in this context.  One thing I will absolutely hammer throughout the lesson is that “me” only precedes the verb if it is “an action you do to yourself”.  When, or if, they start to giggle you can pretend to have no idea why they are laughing.  This is one way to get them out of the misunderstanding that me = I.  Sometimes I wonder if we teach me gusta etc too early and to our detriment.

There are probably a limited number of ways to make daily routine more interesting.  However, one way I have done it is this:

Third World Daily Routine.  Mira 3 does this quite well with a comic strip of life in a developing country.  Having lived there I will give pupils a text based on the experiences of a child I worked with.  You could give the text on paper or have it appearing in short chunks on a slide  with pictures to illustrate.  Students could then produce their own text, produce a script for a Tear Fund video that explains a little bit about the life of someone in a third world country or even do the old comic strip.

Adjectival Agreements

Definitely one of the times i can get boys engaged in working on their grammar.  For more details, read on…

Adjectival agreements are mostly introduced in the context of clothes and colours.  For Spanish, my lesson would have multiple present/practise/produce sections.  I divide the colours and other adjectives into 3 groups.

Group 1: O/A/OS/AS

Group 2: +ES

Group 3: + S

I will explain the first group, pointing out they are the trickiest and if they can handle that then they can manage the rest.  I show them some examples, do a couple of gap-fills and then with mini-whiteboards I ask them to describe a football shirt that fits the colours in group one.  We then do the same with groups 2 and 3 to embed the rules. At this point I then give the class a health warning regarding the next few football shirts.  Type into google “truly awful football shirts” and what will greet you is aesthetic anarchy.  The great thing is that they allow you the students to practise the rules they have been working on with both masculine (un jersey) and feminine (una camiseta) nouns. The starter for the next lesson will likely be another fashion disaster to see if they can still apply the rules a few days on.

Was he mocked endlessly by his mates?  Probably.

Known at the time as “the bird poo kit”, poor Norwich fans…

Described as resembling tube of fruit pastilles at the time.