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

boss

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.

 

 

 

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European Day of Languages

It is that time of year again and it always comes around really fast.  European Day of Languages.  If your school does not take part then this is your opportunity.  It is great free publicity for your subject!  Not to place ideas in any of your heads but you could even call it “Languages Week”…

There are many ideas out there, resources on TES and even on the EDL website itself.  Here are a few I have seen work over the years…

Update: ALL have also produced some ideas here.

School site quiz quest.

This one requires some prior preparation, you will require: a quiz on paper, answers on paper, blue tac, sweets.  Give students a set of quiz questions with answers around the school in creative places. Put the answers up a few days before announcing to generate interest.  Any students who complete the quiz in their breaks and lunches get some kind of reward.  It is very likely you will have a fair number of keen year 7s for this.  Students collect the quiz sheets from you and hand in to an agreed location.

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Tutor time quizzes/videos.

Some schools do not have a tutor time programme so create one for the week.  Your other staff will often get on board if they are invited to take part.  If they are forced then they may resent it.  My experience was that 2/3 of staff would willingly go along with it.

We did the following:

  1. Quiz on a different European country each day.
  2. Video on a different European city each day.
  3. The register in a different language each day (modelled and practised in staff briefing of course).
  4. Staff used Digital Dialects to teach themselves and the kids a new language
  5. Some members of staff taught languages they knew such as Gaelic, Spanish Welsh and Hebrew.
  6. Some members of staff from other countries insisted on registers being done in the language in their classes!
  7. Some members of staff kept the language from registration going all day.

Who speaks what? Display board

Do you have pupils and staff from other countries?  Prepare a display with a photo and a short bio as to what languages they speak, how they learnt and how much they can still do.

Who speaks what? Video interviews

Get around your multilingual staff and interview them about their experiences of language learning.  How easy/difficult did they find it?  What are the benefits and advantages of speaking a language? You could show the videos in an assembly or tutor time.

Displays

Various famous people have learnt languages.  If you want a list then here are a few…  It didn’t take long to create a nice PowerPoint background, add a picture from the internet and a text box with the languages they have learnt.  These then went along the corridor.

  • Bradley Cooper – French.
  • Carlo Ancelotti – English, French, Spanish.
  • Mark Zuckerberg – Mandarin.
  • Zlatan Ibrahimovic – English, Spanish, Italian.
  • Tom Hiddeston – Spanish, French, Greek.
  • Tom Daley – Spanish.
  • José Mourinho – English, Spanish, Italian, French.
  • Natalie Portman – German, Spanish, Japanese.
  • Colin Firth – Italian.
  • Viggo Mortenson – Spanish, French, Norwegian, Italian.
  • Dory – Whale.*
  • Christoph Waltz – French, English, Italian.

*may not be a recognised language

Assemblies

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I appreciate that some readers may have visibly tensed up at this suggestion.  It is a great bit of free advertising for your subject!  Two years ago, I did an assembly titled “I never planned to teach languages”.  It went down really well.  We began with a quiz of film quotes translated into other languages (we used google, more on the evils of google here).  They got sweets for guessing  the film and the quote. Languages such as Portuguese, Dutch and Romanian are great for this.  Then I started telling a little bit of my story about how I got into MFL teaching and where it has taken me.  If you’re interested in that story, or in need of a good night’s sleep then you can read a bit here.

Dress up

One of my former colleagues is a little too keen on this idea… I’ll let your imagination take care of this one.

Foreign Food Stall/Tasting – courtesy of a great colleague from previous school.

Bring in plenty of foreign foods for kids to try at a breaktime.  Staff and students could contribute to this.  This could be run much like a cake sale with profits going to a language related charity or a charity run in a European country.  Efforts we had one year included Schwarzwaldkirschetorte, Tortilla Española, Tarte au Citron Apfelstrudel and Croissants.  You could even insist on orders being given in the foreign language.

Get the canteen involved.

If your canteen is up for it, then take over the menu for a week.  I’ve given each day a theme as they will know what is practical.  As nice as it may be to have a Croquembouche, it might be a little too much to ask!

  • Monday – French.
  • Tuesday – Spanish.
  • Wednesday – Welsh (that’s for Secondary MFL matters in Wales – you guys are great).
  • Thursday – German.
  • Friday – Portuguese.

Your canteen staff will probably welcome the opportunity to vary the menu a bit, just give them plenty of warning.

Language Learning Videos

Here are a set of videos with a pro-language learning theme.

 

Funny Foreign Language Videos

Who doesn’t love a funny or odd Youtube video at some point? Here are a few favourites from the past few years:

This one had the kids saying “poom” for a few days.

PE Department will approve of this one!

One semester clearly hasn’t convinced her…

 

What do you do?  Share your ideas on Twitter

The Obligatory World Cup Post.

Fifa_World_Cup_Russia_2018_logo

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

Image result for seleccion de peru

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

Image result for twitter

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

Image result for barry davis commentator

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

File:Snakes and ladders1.JPG

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

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

1  Where was the festival?

3  What was it about?

5  What did you see?

7  How was it?

9  Who did you go with?

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

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

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

 

 

 

5 things to try tomorrow

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Here are 5 things that worked for me this week.

Voki.com

I had forgotten about this website until one of my pupils said “I know the words I just don’t know how to pronounce them when I’m practising at home”.  My internal, unvocalised reaction to this comment – a comment  innocently dropped after 4.5 years of Spanish – is probably best summarised by the picture below:

Image result for anger

In hindsight, my internal monologue should have focused on the positive “when practising at home”.  However, it was at this point that Voki came to mind.  Whilst not perfect, it does offer text to speech conversion.  It also can help occasionally with individual Spanish words.  Once you have set the voice to Spanish and the accent to a relatively clear one (our preference was for Javier).  Just remind the pupils they don’t need to sign up to use it, and also not to get distracted on creating avatars.

Imemorize 

For learning answers to questions, this is a particular favourite.  The address is as follows:

http://imemorize.org/download.html

It allows students to learn sentences and hide words to check their recall.  The activities are scaffolded quite well.  It would depend on the student who uses it as to how effective it is.

Students used to find this helpful in the days of controlled assessment.  One has also thanked me for “saving” their GCSE drama coursework.

No snakes, no ladders (Idea from Gianfranco Conti / Dylan Viñales)

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Secondary MFL facebook groups such as: Secondary MFL Matters, Secondary MFL in Wales, New GCSE 9-1 resources, Global Innovative Language Teachers and others) have taken over my news-feed.  They allow some superb sharing of resources and ideas.  However, lots of activities appear briefly and then disappear: balloon towers, one pen&one dice.  This is one I want to keep.  It involves speaking, listening, reading and translation.  Students play in threes – 2 players and a referee. This is a refreshing change to the majority of MFL games, which seem to require a partner.  Full instructions for No Snakes, No Ladders can be found here.

Treasure Hunt

Treasure chest

This is a slight variation on the MFL standard of battleships.  Gives students a slightly larger grid (6×6) and tell them to hide some treasure somewhere in the grid.  This variation worked in 98% of the pairs in my class.  Sadly there was a kid who guessed it first time! 36 different squares!  What were the chances?!  I made sure that they had a rematch.

Quick Speaking Feedback

This next suggestion is a little bit embryonic.  It is something I have tried with two classes and am still considering how it might work best.

There is a huge focus in UK schools on feedback, DIRT and responding to marking.  The vast majority of DIRT I have seen on Facebook Groups and the TES relates purely to written work.  I’ve written about that here.

I started to consider how I may give short quick feedback on speaking, a skill I believe to be substantially more important than writing.  With two year 8 classes, I went around asking them to read a longer paragraph from a textbook page (Mira 2 or Listos 2).  Whilst they were reading out loud, I scribbled one quick sentence in their book regarding their pronunciation.  Some of the notes looked like this:

Speaking Feedback

  • Check “ci/ce” in middle of words – should sound like “th”  eg: “vacaciones”, “francia”
  • Remember ll = y
  • Superb today, nothing to correct!
  • Remember silent h when starting a word, otherwise fine.

To save time and workload, I wrote one sentence per student.  It did not take long to go through the class.

For those of you wanting students to respond to it then there were two ways I tried to engender this.  Firstly, I modelled the sentence and then they repeated it back to me.  This helped some to understand how it should sound.  Secondly, I wrote a list of 4-5 words in their book that I wanted them to say containing the same sound.  Lastly, in light of everything I had heard, I planned a lesson around J and G in Spanish.  This youtube clip was helpful in that lesson.  It took the focus off of me and gave them plenty of examples.  In that lesson I read out a list of words and students corrected me if I made a mistake.  We had races of words involving Js and Gs along with trying a few tongue twisters corporately and individually.

What I noticed from this was that some students got a substantial confidence boost.  Their ability to pronounce words was better than they perceived it to be.  Others appreciated the quick feedback.  Some appreciated being able to respond to the feedback without a lengthy redraft of a piece of work.  They also appreciated the lesson working on the J and G.

I’m still mulling over where to take this and what to do to refine the process but it was well received by the students and did appear to have a positive effect.

 

 

GCSE: Global Issues & Environment

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

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

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

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

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

What can I do with these themes?

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

Will my students be interested?

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

Match up L2 & L2

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

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

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

French infographic 1

French Infographic 2

German Infographic 1

German Infographic 2

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

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

Fake Whatsapp

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

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

How environmentally-friendly are you?

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

Do you turn out the lights on leaving the house?

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

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

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9 Lives

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

Person 1 pre-selects answers

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

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

Person 1: “non/nein/no”

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

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

and so it goes on…

 

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

7 pictures 7 sentences

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

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

 

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Recycling container seen in San Sebastian.

Containers Card Sort

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

Easy: put vocabulary in correct container

Medium: Scaffolded sentences explaining where you would put each item

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

 

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

Superlative/Comparative Debate

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

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

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

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

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

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

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

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

Debate Round 2: Bingo cards

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

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

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

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

Environment Tarsia

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

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

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