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.

 

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5 Things to try tomorrow

It has been a manic start to term so I have not had much time to write.  There is a post in production on lessons learnt teaching the new GCSE.  It is a while since I have done one of these posts so here are 5 things that have worked in the past month.

Self-reflection questionnaires

Due to a residential, I missed the first few days of term.  One of the bits of cover work I left for my year 8 bottom sets was to answer 3 questions.

  1. What did you enjoy last year in languages?
  2. What did you struggle with most?
  3. If I asked them, what would your last teacher say about you?

I was predominantly interested in question 2.  The three most common answers were:

  • Memorisation of vocabulary, verbs etc
  • Speaking and pronunciation
  • Writing

It was a really worthwhile exercise as each student wrote down their biggest obstacle to being successful in languages.  It also gave an indication as to how they viewed the subject.  My planning for my first 8-9 lessons with them was largely influenced by the above three things and will continue to be.  I have kept their answer to the struggle question and will revisit it later in the year.

Core Language Sheets

Schools will have different names for these: knowledge organisers, language mats, helpsheets etc.  I have given each of my lower year 8 sets a A5 sheet with everything I want them to know by the end of the year.  Every other week between now and Christmas they will learn the vocabulary on this sheet and be tested on it in a variety of ways.  The sheet has been divided into 4 sections A,B,C,D.  This means homework can be “learn section B” and they will know which bit to focus on.  They are regularly encouraged to use it in their work and I believe that over time it will make a difference.  The year 9s,10s,11 have a similar sheet.  I have my own design based on material from Rachel Hawkes website but would rather not see it end up on the TES with a charge attached.  They are relatively easy to create, just pick all the things from the year that you deem to be important and condense on to a single page.

Phonics from the start

This came after a bit of reading of Rachel Hawkes’ website.  I spent the first lessons of the year with year 7 teaching phonics and pronunciation using resources from the website above.  I think it had a positive effect.  My personal favourite activity was one involving saying a word and students using parts of the words to spell it.  We did this with Spanish cities and also Spanish Mr Men.  This really had an palpable effect on confidence as pupils started to rely on the rules they had learned.  The downside is that year 7 classes get really giggly with “Don Pupas” (Mr Bump).

Find your match*

Puzzle, Cooperation, Together, Connection, Match

Reinforcing grammar through listening and speaking is infinitely more exciting than a standard gap-fill task or book work.  This idea came from Gianfranco Conti’s website.  I used this activity twice this week, once for the past and once for the future.  Once you have made a template in Word then the replace feature makes it really easy to change the phrases.  Gianfranco Conti’s original on the site has 12 boxes.  To adapt it to a class of 32, I simply printed it 3 times.  I told the students that if someone had the same name as them then they were not allowed to talk to them.  They were also not allowed to show their card to anyone.  Once they had found their match, they returned to their seats and translated their statements.  The students seemed to enjoy it.  ¡Gracias Gianfranco!

Android Game

Android, Cellular, Iphone, Mobile, Phone, Screen

This came from the aforementioned residential.  It is easy to get stuck in a rut with vocabulary and repetition activities but this was a new one.  It was based on students trying to cross an obstacle course.

Put 9 new items of vocabulary in a 3×3 grid on your projector screen.  Students draw 9 dots on a mini- whiteboard.  Then draw 5 consecutive lines like an unlock code on an android phone (see work of art below).  Their partner tries to crack their pin-code by saying the vocabulary.  The student with the code can only respond with “correcto” or “incorrecto”.  They then swap around.

android

Further reading:

Alphabet, numbers, days of the week  It’s that time of year again!

OFSTED handbook – If you’re facing it this year then it is always good to know what they are looking for.  Pages 47-49 should help most teachers.  Please look at the bit preceding the descriptors where it says the grade descriptors are not a checklist.

 

 

 

 

 

 

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

40767.jpg

 

My plans tend to work like this.  As I’m running a fast-track course then we probably have no more than 1 lesson per common topic on the Edexcel Spec.  Therefore my students need vocabulary, listening practice/reading practice and things that they can actively take away from the lessons and try.  The following is an example:

Topic to be taught Vocabulary Focus L/R Take away exam technique Take-away revision technique
General interests Sports, hobbies, free time. L Dealing with the picture questions Mindmapping
Lifestyle (healthy eating) Foods, drinks, gern/nicht gern

Gesund/ungesund etc

L+R Dealing with multiple choice (pick 4 from list of 8) Flashcards
School and college Subjects, likes/dislikes, L+R Dealing with past/present/future questions Make a Tarsia

Vocabulary – Revise / Refresh / Build

The listening and reading exams are essentially one massive vocabulary test of 2 or 5 years worth of learning (depending how you run your course). Therefore most lessons need to begin with some refreshing of vocabulary.

I have the following principles when it comes to selecting revision activities:

  1. The students need to be made to think or to listen carefully
  2. It has to involve the students using and hearing target language
  3. How much do students gain from it?

Here are a few go-to ideas:

Worksheets – For a few years it was almost heresy to suggest a worksheet but if it is a good worksheet then use it.  The benefit is that the students have something to take home to revise from and they may appreciate not having to write things down for a bit.

Last man standing bingo – students write five words from a vocabulary list and then stand up.  Teacher (or willing student) calls out the words.  If all five are called out the student sits down and has lost.  Winners are those left standing.

Environmentally friendly strip bingo – students write a list of seven words on the mini-whiteboard from a vocabulary list.  Teacher (or willing student) calls out the words.  Students may only rub off the top or bottom word when they hear it.  Winner is the first one with a clean whiteboard.

Normal bingo – You’re reading this and you’re a language teacher.  I’m not going to explain this one!

Vocab battles – Students have two lists of vocabulary and test each other.  Winner is the one with the most correct.

Wordsnakes – Students have to separate the words in the snake.  Here is one for work and work experience topic.  If doing German, you will probably need to remove the capital letters.

arbeitspraktikumchefgehaltbedienenkundigen

Tarsia puzzles – This involves chopping up a sheet of A4 into 8 pieces and writing matching English and German along each inside edge.  The idea is to put the paper back together again with every English and German definition matching perfectly with no text around the outside.  They can be automatically made here.

Dictation – minimal preparation.  Read out sentences from a past paper transcript or textbook reading activity.  Students have to write down exactly what they hear.

Discovery Education PuzzlemakerThis was a staple of my NQT year until I accidentally and rather dramatically exceeded my photocopying budget .  I only recently remembered its existence.  Well worth a look and free to create simple puzzles involving vocabulary.

Vocabulary Toolkit – These are some rather old but still  very good books in our department.  They are sadly out of print but perhaps purchase a few for PP students.  The book in question is here.   Whilst it will not relate exactly to your exam board they are good little tools for revision.  German and French versions only I think..

Collaborative Mindmaps – Students work in a group of 3-4.  Start with the topic area in the middle and give them 4 branches out.  They have a minute to add whatever they can before passing it on to the next person.  Rinse and repeat.

It is worth mentioning that in the above activities I will probably focus on non-cognates over cognates.  Most students can deduce a word such as “telefonieren” but may struggle with “anrufen”.

For more ideas of games that work then head to Frenchteacher.net or this page (shameless self-promotion).

Teaching Exam Technique – some thoughts on past papers.

This technique of going through past papers is something I have found valuable.  My thanks to Chris Hildrew’s website for this:

PQRST Past Paper Method

Preview: revise the topics before tackling the paper

Questions: now do the paper.

Review: see questions below

Scribble: note any new vocabulary on the paper that was not known.

Test: test yourself two or three days later on that vocabulary to check retention.

Past papers should not just be an end in themselves.  Completing a past paper is good but using it to push revision and learning forward is better.  Students should be looking at the following after completing a paper:

  • What new vocabulary is there that I didn’t know?
  • Did I miss out on marks from misunderstanding the question requirements?
  • Did I miss out on marks because I didn’t know the material?l
  • Did I miss out an answer – the crime above all crimes on an MFL paper.  When the odds on a correct answer are 33% or higher, missing answers out is silly.

General Exam Technique Teaching Ideas

  • Teach features of language such as prefixes and suffixes.  For example, “ent” always implies removal of something in German (entfernen, entspannen).
  • Test them regularly on the little words and the negatives “jamais” “rien” “personne”.
  • Use the listening 5 minutes well.  Model it on a visualiser if you have one or get your entire group stood around you while you do it and invite their contributions.
  • Have a twilight with your higher level students where you practise the target language question at the end of the higher reading papers.
  • There will be a question on tenses – can they spot them?  Sometimes time markers play a role here.  Students need to be aware of the features of each tense.  Chris Fuller made a good point that anything future adds and anything present/past takes away in French and Spanish.  If they  spot an infinitive it is likely a future tense unless preceded by an opinion phrase.
  • Higher level papers will often mention all three of their multiple choice options.  The trick is working out the right one.  Two are probably close to right so listen carefully the second time to the ones that appear similar.
  • Exam boards have to promote SMSC just as schools do, students need to remember the exam is written for teenagers.  When the question says “What are Karla’s views on smoking?”  The answer is unlikely to be “it is harmless and we should all just light up now”
  • Remind students that Edexcel exams follow a peak-trough model where harder questions are preceded by easier ones.  They need to make sure they do not give up too quickly.  Question 9 can be a walk in the park after question 7 on nordic walking or the training of guide dogs.
  • Leave nothing blank!  I’ve had a student get 5 extra marks in past paper as a result.  When the kid said he got an A, he shocked most of his classmates!  He later admitted not answering 8 questions but guessed them and was rewarded for it.
  • Some subjects have introduced walking/talking mocks.  I prefer to brief students before they do they paper, allow them to make any notes of reminders and then let them go.

Remind them that they have been preparing for this for 2-5 years but shouldn’t assume that they can just do it without revision.  Make the following your mantra:

dont-be-upset-poster

EverydayMFL’s typical revision lesson

As a teacher of a mixed ability group on a fast-track 2 year course.  Here is a lesson outline that I would use.  There are so many good revision activities out there and I’ve seen all sorts of ideas on the Facebook groups involving balloons, jenga, trivial pursuit etc.  You will notice that these do not feature heavily in the plan below.  It is simply that with the time pressures of such a course, I’ve had to prioritise listening practice and as much vocabulary input as possible.  The final lesson will generally involve some revision fun and German or Spanish food.

Topic: Healthy living and lifestyle

STARTER: activity that refreshes their memory of large amounts of vocab eg: odd one out, make a mindmap, 30 word vocab test German–> English or English–> German.

MAIN:

Present: a revision activity students could do at home on any topic but model it with this one.  Students do the activity building in vocabulary from the starter and what they can remember.

Listening practice using past exam questions or revision workbook questions.  Immediate feedback and discussion of where the marks were won and lost.  Suitable for both higher and foundation although leaning towards higher.  Sometimes completed with transcript.

Split class into two groups

Highers do some practice reading questions on the topic while foundations do practice listening appropriate to their level on the topic, then they switch.  Students doing the listening will be talked through how to approach the question, what the question is looking for and any handy strategies that come to mind.  We then attempt it.  Those doing reading are largely left to it.

Set homework: revision via vocabexpress / samlearning / past paper / make a mindmap / make a tarsia puzzle / languagesonline / linguascope / language gym workouts etc

PLENARY: 

Students then may face one more listening text (because you can never practise this skill enough) or another vocabulary building activity based on my experiences over the course of the lesson.

Students on study leave – what to do when you cannot do anything to help them anymore!

  • Make sure they know what constitutes effective revision – for a blog that changed my practice, click here.
  • Mail a document on useful ways to revise for languages to the parents.
  • Set them up some vocab lists on Quizlet / Memrise / Vocabexpress.
  • Give them a pack of past papers to work through and the mark schemes.
  • Give them a sheet of QR codes leading to language revision websites.
  • Make them purchase a revision workbook or guide to help them revise prior to study leave.

All the best with the final furlong.

 

The Options Lesson

These next few weeks, we’re trying to convince the year 9s to carry on with a language or two.  Here’s my thinking for…

The Options Lesson.

STARTER: Brainstorm every reason to learn a language.  Could be done as a Think Pair Share.  Students can then share with the class.  Some commentary from teacher probably required to clarify, explain and correct.  Typical answers include

Travel, teaching, interpreting, translating, fun, challenge, interaction with others, live abroad, get girls, get guys etc.

MAIN – 3 sections of approx 10 minutes each

Section 1: English is not enough

Quiz using powerpoint from TES.  Slides 8-12  On this powerpoint you will find:

  • Guess the amount of speakers
  • Guess the percentage of people in Europe who speak…
  • Match the language to the people who speak it

The last activity may require some updating so modern multilinguals include Roger Federer, Bradley Cooper, Tom Hiddleston and more found here

The percentage question and the guess the amount activity could be done on mini-whiteboards so every student has to think about the answer.

You could also share some quotes from celebs found on the internet if you so choose.  Mandela is my personal favourite:

Section 2: Skills and Business

Explain skills that can be gained by learning language using above PowerPoint.

Give pupils a list of 10 jobs and work out how a language could be useful in those jobs. Alternatively ask them to generate a list of jobs, give it to another group who then suggest how a language could be used.

Here are some if you are pressed for time:

  • Walkers Crisps Employee
  • BMW Employee
  • Easyjet Steward/Stewardess
  • Hotel Receptionist
  • Surf Instructor
  • Civil Servant
  • MP
  • Firefighter
  • Police
  • NHS Frontline staff.

Get pupils to generate a list of French / German / Spanish companies that have links with the UK.  The list below is just to get you started.

  • French: Christian Dior, L’Oreal, Michelin, Peugeot, Renault, EDF, Agence France Presse, Bugatti.
  • German: Audi, Siemens, Mercedes, BMW, Volkswagen, Adidas, Haribo, Aldi, Lidl, Puma, Hugo Boss, Bauhaus, Bayer, Carl Zeiss, Bosch, Kraft,
  • Hispanic: SEAT, BBVA, Santander, Iberia, Alpargatas, Topper, CoronaExtra

Ok, maybe don’t mention that last one…

This section of the lesson finishes with this:

Section 3: What about Brexit?

“Brexit means Brexit” we were told.  Most students seem aware that we will leave the E.U and some believe all sorts of weird and wonderful things about what this means. Regardless of your view when it came to leave or remain, and regardless of what kind of Brexit we go through, languages will remain vital to trade, business and growth of the UK economy.

Share the following statements with students.  The links to the original websites have been added so that you can fact check the statements.

“Language skills are vital for our exports, education, public services and diplomacy.” – All Party Parliamentary Group on Modern Foreign Languages.  Article found here

Lack of language skills costs the UK £48,000,000,000 a year in lost trade- Department for Business, Innovation and Skills).  Quoted in The Guardian here

30% of UK businesses have no need for foreign language skills – Confederation of British Industry.  Also found in Guardian here.  Conclusion from this one, 70% would welcome someone with language skills

¨If I’m selling to you, I speak your language.  If you’re selling to me, dann müssen sie Deutsch sprechen” – Willy Brandt

75% of the world speaks no English. -Routes into Languages quote this statistic in a helpful article here

“Brexit means higher priority for language skills. If we found it challenging to deal with the 24 official and working languages of the EU and the Single Market, let’s consider that there are 164 members of the World Trade Organisation.  Each potential trading partner and regulator will be requiring precise negotiations. New relationships require trust, reliability and cultural empathy – those soft skills that come from knowledge of other languages and cultures.”- Bernadette Holmes MP.  Original article here

PLENARY

Coming in to land now… I will try and explain what the GCSE entails and how they make their choices.  All the normal warnings “don’t pick subjects based on friends/teacher preference/perceived ease/novelty”etc will be given at this point.  We will conclude with a video:

Finish off with Options Girl

And/Or finish with Lindsay.

And/Or Alex

 

During my “research” for this lesson.  I stumbled across the British Council video below.  It sadly does not fit in to what I plan to do, however their series of videos are pretty good.

Also considered using this one…

And this…

Things to keep from 2016

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

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

Core Language Sheets

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

50-50 no hands up/hands up

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

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

Find someone who…

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

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

Photo Credit: musiccard Flickr via Compfight cc

Photo Credit: musiccard Flickr via Compfight cc

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

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

Invitation only twilights.

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

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

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

L shapes game – conjugation and translation

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

 

Traffic light book hand in.

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

Photo Credit: enzovelasco Flickr via Compfight cc

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

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

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

Snakes and Ladders with heavy TL use.

snakes-ladders

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

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

Save your money by doing the following:

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