GCSE: Customs & Festivals

Apr 30, 2018Apr 30, 2018 / dlh202 / 2 Comments

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 Toolkit The 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.

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.

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.

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

Again 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

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.

Where was the festival?
What was it about?
What did you see?
How was it?
Who did you go with?
What did you like most?

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

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

etc

Extreme Snakes and Ladders

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: Social Issues. charity and volunteering.

Nov 27, 2017Nov 28, 2017 / dlh202 / 4 Comments

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

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

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

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

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

Cochabamba, Bolivia

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

Synonyms Match-ups

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

Narrow Reading: spot the difference

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

Find the phrases

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

Textbook Speaking Grids

Questions	verbs	complement
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.

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:

Everyday Homework

Feb 16, 2016Aug 30, 2016 / dlh202 / 4 Comments

Leading headteacher Tom Sherington writes on his blog “great teachers set great homework”. In fact, he dedicates an entire blogpost to it. I thought I would do the same but with an MFL slant. I’m sure I have set some good homeworks and some bad ones in my time. Below is a buffet of homeworks. It will allow you to add to your plate the ideas you like, whilst avoiding those that you don’t.

One of the best bits of the blog mentioned above is this:

“The research by Hattie et al shows that homes make more difference to learning than schools. So, take away homework and what do we have? Essentially, homes with the greatest cultural capital, typically more affluent and middle class, will just fill the gap with their own family-education as they always have. They’ll be fine. Meanwhile, children from families where home-learning is scarce or simply doesn’t happen are left without structure or resources to fall back on. The same inequalities that give children such different learning orientations from pre-school persist. I’d argue that homework for all is a basic element of an educational entitlement; it is a leveller – provided that schools offer support for ‘homework’ to be done anytime, any place.” – Tom Sherrington September 2nd 2012

So, how can Everyday MFL teachers such as you and I make sure that learning continues outside the classroom? Just as feedback and marking should drive learning forward; homework should do the same!

Vocabulary learning

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Well that was obvious wasn’t it! As MFL teachers, we know the value of vocabulary learning but how can you ensure that they have actually learnt it. One method I have used in the past particularly with lower ability learners or year 7s is the look, cover, write, check sheet. You can find an example on the TES here. There is also one that I would recommend with your weakest students at this link.

Sites such as Languages Online, The Language Gym, Linguascope, Memrise, Duolingo, Pons Vocabulary Trainer all have their place and role to play. The Language Gym focuses quite heavily on conjugation. This excellent with the advent of the new GCSE and the greater focus on being able to manipulate language. Memrise I like as it forces the students to type the vocabulary and produce it, rather than simply reading. I’m a big fan of the phrase “reading is not revision” so this site is right up my street! Languagesonline is also excellent. The only issue I have with these sites is you cannot see which students have done the work! I believe Vocabulary Express does allow such things but have yet to try it.

Rachel Hawkes suggests that students should achieve a certain amount of points from a selection of activities to prove they have done their homework, using a variety of different techniques. Too many students will simply stare at the words and assume that some osmosis will occur unless they are given specific tasks to do.

I tend to teach the students as much as possible about how to learn vocabulary early on. Look, cover, say, write, check can be very effective. Flashcards and mindmaps equally so. By testing it, you will give it value. By sanctioning unacceptable performance, you will find students are more likely to do it. I’m not going to give a minimum acceptable level as sometimes that can vary depending on the student.

A couple of colleagues in another department have recently experimented setting the same vocabulary for 2-3 weeks with lower ability classes. They have tested them each week but only taken in the marks on the third time. Looking at the books, they have found that the students improved and their confidence was boosted by this process. I would argue the amount of reinforcement also helped. You could do this with some high-frequency language for your weaker groups. It is an experiment I would certainly like to repeat.

The multi-skill homework.

Currently my favourite! Why set homeworks that test only one skill??! This epiphany came to me at some point in the middle of a lesson! It has only taken 5 years to have it.

Slow German, Audio Lingua, Conjuguemos and the websites previously mentioned might allow you to set a variety of different tasks. My current year 10 were set the following last week:

Listen to this podcast on audio-lingua
Complete following exercises on languagesonline and samlearning
Produce dialogue for … situation

I’m allowed to set up to 50 minutes worth of work so I might as well go for it! I was not exactly popular when I did this. Once the rationale was explained, most students went for it.

Exam boards also have past papers on their websites, that would easily allow multiple skills. Again the specimen papers for the new GCSE could be used in this way. Admittedly speaking would be out of the question but listening, reading and writing would all be possible.

The worksheet

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There are some brilliant worksheets out there on websites such as TES and the excellent Frenchteacher. Having said that, you might have a low photocopying budget so I would encourage you to create your own or borrow bits from other people and condense it on to a single page. The big question with the sheet is: does it make the students work hard? Does it take them from a level where they might follow a model to get the answer to being able to apply the grammar rule? With the appearance of translation in the new GCSE, this could be a place to include it?

The paragraph

Produce a paragraph on … Produce two paragraphs on … These can often be effective as it gives the student time to work on something using what they have learnt. However, beware the evils of googletranslate. This website, long the bane of the Everydaymfl teacher, is getting. Students shouldn’t need to recourse to it if they have been taught how to use wordreference.com correctly, or if they have sufficient resources on your VLE, in their book or on paper.

Have you considered a point scoring paragraph? Higher point scores generally indicate better work…

5	10	20	25
Simple connecting words	More complex connecting words	More complex structures um…zu ohne..zu ausser…zu ni…ni bien que…	The amazing mindblowing structures to really impress examinersKonjunktiv II Konjunktiv I Si hubiera pensado… French subjunctive
Simple time phrases	More complex opinion phrases	More of the above	More of the above
Simple adverbs	Less common adverbs	Less common adverbs	More of the above

Another idea would be to ask students for an ASL calcuation. Average Sentence Length. They need to divide the amount of words by the amount of sentences. Scores of 7+ indicate they are probably using opinions. Scores of 12+ indicate they are justifying those opinions. Scores of anything higher and they might need to consider the occasional full stop!

Have you considered banning certain words from their paragraphs? Some of the below would be top of my list!

French	German	Spanish
ennuyeux	langweilig	aburrido
interessant	interesant	interesante
amusant	lustig	divertido

The example sentences

Regularly I will set my learners a task to produce some examples using a grammar point we have worked on. This is mainly because I want to see if they can do it outside the classroom without me and also to reinforce the material at a later date. The Ebbinghaus Forgetting Curve suggests they will have lost some of it after the lesson so this is my attempt to fight the curve! Perhaps suggest a theme for their example sentences:

Future tense: “what Homer Simpson will do at the weekend”

Past Tense: what”insert celebrity” did last week

The Culture Homework

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I tend to set one of these once a half-term (homework is weekly). Students are naturally curious and like to learn about the country. I remember, when I was in school years ago, a couple of homeworks from my language teacher: “find out what you can about who won the election in Germany?” Gerhard Schröder was the answer, which seems like a long time ago now, probably because it was! Students like to know about the place, not just the language. However, we are language teachers and so the homework should be proportional to what we do. I would also counsel that you tell them to avoid the blindingly obvious and go for a more horrible histories style in their research. “Madrid is a city in Spain” is the kind of thing you can open yourself up for if not careful!

I have highlighted my favourite one in orange. Google it, you will see why it is such a cool festival!

French	German	Spanish
What is “la marseillaise” actually about?	What is Karnival?	What happens at “la tomatina”?
Find out 10 facts about the French Revolution	Find 10 facts about the fall of the Berlin wall	Produce a poster showing what happens at “las fallas”
What is Bastille day?	Who is Angela Merkel?	What is Yipao and why is it celebrated in Colombia?
What is Mardi Gras?	Produce a timeline of major events in German history starting from 1800	What is día de los muertos all about?
How do the French celebrate Christmas?	10 Facts about any German city	Produce a short biography of Franco or another famous figure from Spanish history
Who was Marie Curie?	Who was Hans Riegel from Bonn?	Who is the current King of Spain?
Find out 10 facts about a city that is not Paris.	Find out 10 facts about a city that is not Berlin or Munich	Find out 10 facts about a city that is not Madrid or Barcelona

Flipped Learning

I’m a bit of a skeptic at the moment when it comes to this. John Hattie claims that along with effective feedback; clarity of explanation is crucial in our teaching. Most youtube videos teach a grammar rule and then explain EVERY exception known to man. If you are not confused by the end then it is because you got up to make a cuppa 2-3minutes in. I think there is a place for it, but video selection needs to be carefully done. Then the students need to do something with the knowledge to reinforce it, otherwise it is just another video. The questions the teacher needs to ask are as follows:

Is this better than explaining the concept in class with worked examples?
Is the person on the video easy to listen to?
What will I do about students who do not watch the video?
Should I use the video to introduce or consolidate?
Is the video clear, too fast, too slow?

If you have read this far then well done but don’t forget it’s half-term. Enjoy yourself, rest, have some fun, have some more fun and be ready to go again on Monday.