GCSE: Global Issues & Environment

Image result for environment

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

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

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

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

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

What can I do with these themes?

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

Will my students be interested?

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

Match up L2 & L2

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

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

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

French infographic 1

French Infographic 2

German Infographic 1

German Infographic 2

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

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

Fake Whatsapp

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

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

How environmentally-friendly are you?

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

Do you turn out the lights on leaving the house?

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

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

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9 Lives

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

Person 1 pre-selects answers

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

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

Person 1: “non/nein/no”

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

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

and so it goes on…

 

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

7 pictures 7 sentences

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

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

 

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Recycling container seen in San Sebastian.

Containers Card Sort

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

Easy: put vocabulary in correct container

Medium: Scaffolded sentences explaining where you would put each item

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

 

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

Superlative/Comparative Debate

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

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

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

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

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

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

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

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

Debate Round 2: Bingo cards

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

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

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

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

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.

 

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Meeting the challenge of the new GCSE

There has been a lot of chatter on Twitter, various Facebook groups, between schools and within schools on preparing students for the new GCSEs.  Their concerns seem to relate to the following areas:

 

  • Grade boundaries – there has been a multitude of different percentages suggested.  Some are based on Maths; others are based on previous C grades.  Some would offend my maths colleagues as they did not show their workings out!
  • What does a grade 9 piece of work look like?
  • How to predict grades for data drops, SLT, line managers.
  • Applying mark schemes – some exam boards are beginning to publish exemplar material with mark-scheme applied.
  • Teaching the new elements – translation, literary extracts, roleplays, photocards, spontaneous speech, conversation questions.

I considered my own post, however it would appear that the following people have already covered most of this territory:

Steve Smith – Worried about the new GCSEs

Helen Myers – 9-1 Grading

Both are excellent, well-informed blogs by experienced professionals.

Steve’s post deals with practical ways you can bring about the results you want by what you do in the classroom.  There are also helpful strategies and tips aimed at people who are teaching lower ability learners.

Helen’s post deals more with information that is out there.  She looks at what is within your control and what is out of your control.  She has some helpful links to Ofqual information on grading, predictions and how the grade boundaries will be set.  If you are looking for some grade boundaries to use, this is not it, but it is a very enlightening read.

There are some answers out there, yet there are still a lot of unanswered question when it comes to this new GCSE.  My main message would be to keep teaching as well as you can, focusing on delivering the best you can in the classroom and prepare your students as best as you can.

For those of you already thinking about the next cohort, have you tried EverydayMFL: The Options Lessons

 

New GCSE – one year in

September 2016 heralded the start of teaching the new old GCSE in MFL.  It was quite a bit to prepare for and necessitated two blog posts: this one and another one. Having taught a mixed ability Spanish group this year, it seemed like a good time to look at what has worked, and what I would like to do next.

Keeping Going

Key Language Sheets

Students have these in the back cover of their exercise books.  They have proven to be invaluable tools and they do use them.  The sheets need some tweaking as my section of fancy language was titled “frases para conseguir 1 o 2”, having completely confused the top and bottom grade boundaries!  These have been regularly used in class and at home.  There is a box at the bottom with key conjugated/modal verbs and infinitives allowing students to take one, follow it with the other and then add an opinion.  I feel a section is required on justifying opinions so a few tweaks to the sheet will be my homework at some point.

Photo Credit: <a href="https://www.flickr.com/photos/127406279@N06/31460315762/">christopher.czlapka</a> Flickr via <a href="http://compfight.com">Compfight</a> <a href="https://www.flickr.com/help/general/#147">cc</a>

Photo Credit: christopher.czlapka Flickr via Compfight cc

100 Most Common Words

Setting these as a vocabulary learning homework was…illuminating.  Even after 3 years of Spanish some of the students did not know the 100 most common words in Spanish. The list on Vistawide is pretty good albeit not authoritative.  I set 25 per week to get through them rather quickly. I told the group it was their new 5-a-day and still left weekends free.  The reaction was muted to say the least!  They were then tested on 20.  I tried to vary the methods of testing to see if they had really learned them.  It did work and the students did find it helpful.

1-5 Gap fill/anagrams

6-15 English –> Spanish

16-20 Spanish –> English

Roleplays & Photocards

Students are seeing at least one roleplay and photocard task with each topic that we cover.  My way of managing to get them into class was to model how the task should be approached, give students some preparation time and then they complete the roleplay or photocard with two different people, with the unpredictable question being varied each time.  They then calculate an average of their scores, thereby reducing any impact by over-generous or overly harsh markers.  A full explanation of how I do this can be found on this post here.

Reinforcing the need for effective vocabulary learning

In the book “Why don’t students like school?”  Daniel Willingham makes a number of points that have influenced my approach to students learning vocabulary:

  • “Memory is the residue of thought”
  • “Proficiency requires Practice”

P210 Why don’t students like school? – Daniel Willingham

Our homework is set online so attached with the list of words is a document detailing effective learning techniques, mostly sourced from the above book, personal experiences and The Language Gym website

Students need to understand that learning and memorising does not occur through merely reading or some imagined osmosis process.  The more I can get them actively practising the vocabulary; the better it will be for them long-term.

Moving Forward

Regular Revision lessons

Every month I plan to do a revision lesson of one of the topics covered in year 10.  If I have planned it right then I can do topics 1-7 at least once by February.  This lesson will likely place a strong focus on the listening, reading and translation side of the exam. It will allow a refreshing of vocabulary and also emphasise the need to retain everything as they could be tested on anything.  Previous exams have had questions on guide dogs for the blind, phoneboxes in Spain and nordic walking.  The greater the emphasis on retaining vocabulary from previous topics; the better-prepared they will be for these weird and wonderful question topics.

Recycling

Schemes of work can be relatively linear, however that does not mean that vocabulary and grammar from before cannot be revisited.  Some advice from Gianfranco Conti’s website was particularly useful:

Problem: “in typical secondary school MFL curriculum design as evidenced by the schemes of work – and the textbooks these are often based on – which in my view seriously undermine the effectiveness of foreign language instruction in many British secondary schools.”

“Solution: include in the schemes of work a section in each unit headed ‘recycling opportunities’ and include activities aiming at consolidating old material.”

To help combat this the revision lesson should help, but I have also added a section on my scheme of work to take the opportunity to revisit certain grammatical elements that are pivotal for students.  Research by Graham Nutall (The Hidden Lives of Learners) suggests that students often need at least 3 exposures to new concepts to start to internalise them properly.

I will also be setting vocabulary learning on units not directly related to what the students are studying.

Vocabulary Championship and/or Ipsative Vocabulary Tests

To add an element of competition and purpose to vocabulary learning, I am considering a championship whereby their scores are noted down.  Some form of reward will be given for the student who attains a high score each week but also the students who maintain an average of 75% or more per half-term.  That figure was just plucked from the air so may change.

Ipsative assessment was a new word learnt from one of our SLT.  It refers to the idea of comparing oneself to previous results.  Athletics taps into this all the time as runners try to equal their personal best.  I have experimented with this in a lower ability year 8 group.  Their aim with each vocabulary test is to equal or better their score.  Students have so far responded really well to this idea but we are only 3 tests in.  It will get tougher later as they will need to maintain higher scores.  I could picture this working well with lower ability GCSE groups as they would have a chance to succeed regularly.

Decipher the Question starters

The reading and writing papers feature target language questions.  Similarly parts of the speaking exam prompts are in the target language.  A starter activity might be to translate the question and some bullet points.  The students may not actually complete the question but it gives them the feeling or working out an exam question in a short space of time.

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Photo Credit: Lily Bloom Flickr via Compfight cc

Strengths / Weaknesses Audit via GoogleForm.

Prior to Christmas, I intend to send out a google-form requiring students to submit their responses to a number of statements eg:

I can understand questions in the target language   1   2   3   4   5

I can translate single sentences into English              1   2   3  4  5

I can use the preterite eg: fui, hice, tuve etc

This should give me an idea of their areas of strength and weakness and allow me to target my teaching better, and plan twilight sessions tailored to the individual student.  It will also show me if my teaching has not sufficiently covered any of the challenges presented by the new GCSEs.  The Google-form method allows me to conduct a quick analysis of their areas of strength and weakness as it automatically can produce graphs etc.  If I am feeling really brave, I might add a box for their own comments.

 

Teaching the weather

Weather phrases in foreign languages are odd.  I have never really understood quite why “il fait” or “hace” makes more sense than “it is”.  However, we have to teach them so here are a few ways to make it more interesting.

Predict the weather

As a plenary activity students write 5 sentences predicting the weather in various locations on the day of your next lesson.  As a starter in the subsequent lesson, they check if they were correct / incorrect / bit of both.

The maps on El Tiempo.es are really good for this.  See exhibit A belowweather

Photo Response

Show students some photos and have them write sentences quickly on mini-whiteboards.  If you use Spanish speaking countries you can generate quite a bit of interest as pupils will inevitably ask “where is that?”  Exhibits below include Peru in the height of summer and Bolivia during rainy season.  That falling grey mass is rain, not a tornado, as one of the kids thought.

perubolivia

Today at Wimbledon / Euros / World Cup Scripts

Students in year 7 cover present and future tense.  It will take a little bit of revision of verbs but they should be able to produce the following using the near future

va a jugar        va a ganar        va a perder        va  a llover

va jouer            va gagner         va perdre           va pleuvoir

They have hopefully covered simple time phrases such as “today”, “tomorrow”, “later on”.

All of this leads to being in a position to present a TV programme.  Students need to produce a script for the Today at Wimbledon programme.    Click here for the theme tune, which will remain in your head for hours afterwards.  They should include

  • Weather today
  • Who plays who today
  • Weather tomorrow
  • Who is going to play who tomorrow
  • Opinions on who is going to win or lose.

 They then perform this and can peer-assess each other on whatever criteria you set.  Personally I would go for the following with scores out of 5 for each:

  1. Fluency – does it flow? Can they sound natural?
  2. Confidence – do they come across confidently?
  3. Communciation – can they make themselves understood?
  4. Pronunciation – How strong is their knowledge of phonics?

Translation Tandems

This idea came from Greg Horton on a CPD course about 2 years ago.  He used it for vocabulary tests so this is a small tweak.

Hold an A4 piece of paper portrait.  Divide the piece of A4 paper. into 2 halves down the middle.

¦   ¦   ¦

Students write sentences alternating between English and TL.   Students then fold the piece of paper down the middle and sit facing each other.  They have to translate whatever sentence their partner reads out into the other language.  This is a great activity to practise translation both ways.  It does require a fair bit of pre-teaching so that it is challenging but not demotivating.

Mira 1 Rap

Mira 1 has a listening text that might be a song or a poem.  It can be found on p103 and works rather well as a rap.  Challenge your class to turn it into one.  A good rap backing can be found for free at this link here on TES.  If you have VLC media player then you can alter the playback speed and slow it down if needed.

Real life listening

I experimented the other day.  I listened to a weather report on eltiempo.es and the guy was super fast.  I picked out 10-15 words that my students might pick up from the video, and then added some more that were not there.  I challenged them to listen and see how many of my words on the board they would find.  I was pleasantly surprised with the results, and so were they.

If you have managed to read this far then this weather report did make me chuckle.

 

 

5 Things to try tomorrow

Number, Five, 5, Digit

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

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

No writing lessons

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

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

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

Group Model Essay

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

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

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

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

Micro-listening enhancers

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

Photo Credit: immaculate-photons Flickr via Compfight cc

Photo Credit: immaculate-photons Flickr via Compfight cc

MM Paired Speaking

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

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

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

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

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

The Future Tense Three Musketeers 

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

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

1                       2                                            3

Voy                  a                   ______________AR/ER/IR

Vas

Va

Vamos

Vais

Van

 

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…