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

 

Teaching Social Media and the Internet

Photo Credit: Apex Web Firm Flickr via Compfight cc

Photo Credit: Apex Web Firm Flickr via Compfight cc

 

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

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

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

Translation challenge

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

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

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

 

A3 Answers B2 Responses and C1 sentences

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

¿Para qué usas Facebook?

¿Tienes un blog?

¿Cuántas seguidores tienes en Twitter?

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

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

C use present tense                                           3 include a time phrase

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

5 lines up

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

Language Gym Verb Trainer & Boxing

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

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

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

Photo Credit: beyondhue Flickr via Compfight cc

How long can you keep it  up for?

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

Perfect Tense – “Have you ever…?”

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

¿Has jugado … ?

¿Has probado …?

Tarsia Puzzles & Dominoes

Photo Credit: <a href="https://www.flickr.com/photos/111950422@N04/29791627590/">toonarmy59</a> Flickr via <a href="http://compfight.com">Compfight</a> <a href="https://www.flickr.com/help/general/#147">cc</a>

Photo Credit: toonarmy59 Flickr via Compfight cc

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

2 options for use:

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

 

¡No te metas a mi facebook!

Resources for this lesson can be found here

Lyric video here

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

Spanish Text Lingo

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

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

Verb Tables / Verb Stars

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

descargar – to download

descargo    descargüe    voy a descargar    he descargado   etc

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

Lists – colour-coded subdivisions:

Descargar

Present:  descargo

Past: he descargado / descargüe  / descargaba

Future: voy a descargar / descargaré

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

Brainstorm / Star

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

How many different ways can you use that infinitive?

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

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

 

 

 

 

Summer is here

It finally happened!  After a weekend that was full of fog, rain and dull weather, summer appeared.  I’m not sure if it is sticking around but it happened for all of 1 day.

If you’re not feeling summery enough then click here or here or even here before continuing to read.  Don’t do all three as that would be like mixing mint ice-cream, strawberry ice-cream and honeycomb ice-cream.  All the right intentions but it would end well!

8072673734_71b791a196_m

Photo Credit: `James Wheeler via Compfight cc

It’s the end of term so this blog contains some stats, a quick thank you and an update on what to expect from Everydaymfl.com in the future.

Stats 

Thanks to…

Thank you to all the people from the secondary MFL facebook groups for your encouragement and suggestions.  Thank you also to those who have commented on the site or have followed me on Twitter.  Thank you to Steve Smith for listing me on the excellent FrenchTeacher.net.

What’s coming?

Fun with Grammar– Since someone asked for it on facebook, I’ve wanted to do a post on quirky ways to make grammar rules stick and good grammar practice activities.

Teaching the new GCSE – I’ve done two posts on preparing for it here and here but as I’m teaching it next year then I need to reflect on things such as how well am I preparing the students for the exams they will face?

Teaching the new GCSE  content– some of the newer content.  I’ve trialled a bit this term such as customs, festivals, poverty and homelessness so there will be a blog on that.

A facelift for the site – This is something I consider every now and again but it hasn’t happened yet.

A guest blog? – Maybe you have been reading this thanks to the facebook groups and thought  “I wouldn’t want to run my own site but I could do that!”  Drop me a line here and let me know.

Sorting out the categories – there has to be an easier system.  I’m working on it!

 

Have a great summer!