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Adapting Rachel Hawkes' resources

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  • So, for example, the vowels in Spanish look the same as in English but they are pronounced v differently so I have a word for learners to practise that sound in. Spanish & German are so phonetically consistent that this works wonders. French is a bit more involved but still pays dividends!
  • These 3 slides model the 3 stage memorisation process.
  • Mind mapping activity. Aim to practise generating longer sentences about sports and food/drink and likes/dislikes. Here we are looking for something like: Me gusta jugar al baloncesto a veces con mis amigos porque es divertido = I like playing basketball at times with my friends because it’s fun. Tell them that mind-mapping helps memory because it’s about elaboration – working the knowledge you’re trying to remember so that it sticks (like the activity about the elephant knowledge in Everlasting 1). It’s good to use pictures, words & lots of colour and have a logical order with arrows etc… In this one you start with an opinion in the middle and you then go either left or right, to talk about food or sports. Then you add in a time expression and extra detail and a reason. The pyramid on the next slide is just a different way to portray this visually. After they have made their mind map they should practise saying some sentences referring to it.
  • There are 1000 students in my school My favourite subject is music. He’s really nice and explains things well. I am a member of the basketball club Maybe My primary school was really small and we didn’t have to wear a uniform. No (it isn’t) I want to study science and be a doctor. Yes (it is) of course. And you?
  • Pupils could generate questions around pets, age, concrete nouns in Y7, with school subjects and timetable at the end of Y7. To follow in Y8 we would expect questions around appearance & healthy diet in addition to these. Y9 would allow them to add words such as hambre, sed, sue ño etc tienes que + infinitive Can also experiment with adding question words at the front of the question – Donde tienes, Cuando tienes, etc..
  • Could generate a whole variety of questions at any stage!
  • Pyramid – instructions for teachers A challenge! Using your pyramid sheet write as long a sentence as you can! Remember that you can link 2 ‘pyramid’ sentences with an ‘et’ or ‘mais’ to extend the length & interest The next challenge! Memorise one of your 2 pyramid sentences and say it to your partner or a teacher
  • Read this poem out to the class clearly and slowly, clicking to bring the pictures on individually to support understanding of each line. Worth perhaps eliciting what the previous song and this poem have in common? Then tell them that they are going to need to be ACTIVE and noticing and use their memory skills as you are going to read the poem to them again, given them 2 mins to read it again to themselves and then give the a version with gaps for them to put back together. Flick forward to show them what their task will look like.
  • Anna’s TES resources reminded me of this one! She calls it Trapdoor and it’s brilliant for a) memory and b) speaking (repetition with a reason!) It’s a competitive game in pairs. Each chooses and option for each sentence in their head. One starts reading out loud, trying to anticipate the other’s choices. Each time they make a choice, the partner either nods or shakes his/her head. If the choice is wrong, play passes to the partner who starts the same process. If it is the right choice, the student gets to continue. The aim is to get to the end first. Answers don’t change, so this is also a great memory developer.
  • Speaking & memory lesson – instructions for teacher 1 Explain and ‘sell’ the concept of the lesson – students are going to aim to memorise one level 5 speech as a minimum by the end of the lesson. They are going to improve their Spanish speaking AND their memory skills in this lesson. (5 mins) 2 Show the sheet – for most groups the first step will be to take them through the meanings. Allow students to writing in the English meanings by the side of the Spanish if desired. (8 mins) 3 Next model a speech using the dice – display the sheet on the whiteboard as you do so and underline each part as you roll, emphasising the Spanish and repeating the whole speech from the beginning each time you roll so that by the end of 9 boxes you have said the first box part 9 times! This is excellent repetition practice and they will do this without noticing if you model it clearly as you show them what to do. (5 mins) 4 Elicit the English meaning from the students of the speech you have given (either taking oral contributions or on whiteboards) – this is what the partner will do when they do this is pairs so is important to model this part too. (3 mins) 5 Make clear that this is just the first activity and that they have 6 minutes to make as many sentences as they can, taking it in turns each time. (6 mins) Speaking & memory lesson – instructions for teacher cont’d Now explain that you want them to use the scaffolding sheet to write their own 30-second marathon sentence. All will write using a phrase from each of the 9 boxes. (5 mins) Now the challenge is to use some memory strategies to learn it off by heart. Explain that the first 6 boxes are compulsory (will make about 20 seconds) and adding in the final 3 boxes will be exceptionally good and will be about 30 seconds. Suggest that one strategy (chunking) is already provided by the sheet itself and that building up the speech ‘chunk by chunk’ repeating each bit that they learnt before should help them to memorise. Suggest also that they might split their page into 9 boxes. Write each bit out with just the first letter to prompt in each box Draw a picture instead of the words in each box Use look, cover, say, check Work in pairs to test each other (5 mins) Give them 14 minutes to work on their speeches – circulate to support Plenary – hopefully there will just be time to hear 2 or 3 students ‘perform’ their speeches – plenty of praise at this point. For homework, set them to work their speech into their longer term memory by repeating some of the activities that have worked for them in the lesson. Say you will begin next lesson by hearing and recording their speeches.
  • It is hard to get students to use what they have learnt already sometimes. To focus them back on what is in their books, ask them to choose 9 sentences on the theme they have been covering and write them in English, making sure they know how they would be said in the TL (they will have this doubtless in their books). They then get up and go around the class, testing each other. When they find someone who can do a phrase correctly they write their name in one of the boxes next to that phrase. In this version each phrase needs 2 x different names. The plenary activity that follows is for the teacher to do a brief ‘spot check’ asking named individuals to do the phrase they have been signed up for. This gets students to think back to what they have covered and to fix it more deeply in their long term memories.
  • Pilla al intruso. El hockey, el remo, el tenis de mesa o el baloncesto. El remo porque es el unico que necesita agua? El remo porque los otros tienen pelotas? El tenis de mesa porque es el unico deporte individual – los otros son deportes de equipo?
  • To revise questions for GCSE oral
  • The individual thought bubbles are for something that is only applicable to that 1 person and not the other two e.g. VB is a woman The starburst in the middle is for something common to all e.g. They are famous and the rectangles between the pairs are for something that pair has in common. E.g. TH and DB are sporty. With a zillion thanks to Jackie Howis, AST and SSAT LP in Kent for this lovely visual lay-out of this fab task type!
  • Students are used to this activity now and should not need lots of prompting. But in case they do, examples could be: 1. Te gustan los bocadillos de jamon? 2. Te gustan los bocadillos de tortilla? 3. Cual es tu bocadillo favorito? 4. Te gustan bocadillos de salchicha? 5. Que no te gusta comer? 6. Te gusta el queso? 7. Te gusta el tomate?
  • Spend the words These words/phrases are on cards and they are divided up equally between the pair or small group. Then a topic is given and the students have to try to ‘spend’ their cards naturally in conversation on the given topic.
  • A Keep Talking for 1 minute game. Can do this in groups but direct from the front. Click on ? To roll the dice. A player from each group then has to talk for 1 minute on that theme. 1 member of each group has a stop watch to time and others listen to make sure they keep talking. In this way, all engaged simultaneously.
  • Although this could work as a whole class activity, this version where talking for one minute is the aim I think it works best in groups (up to 6 in one group). Each person chooses a category, tries to talk for one minute (one of group has stop watch) and they can colour in the coloured segment if they manage it. If the teacher chooses to display this on data project, each segment is triggered so if you click on it it turns the colour as indicated on the key in top left of the slide.
  • Given a specific topic to talk about (or a set of questions if appropriate), students have to try to include each thing from the Bingo grid. When they do, they cross off the box and in their pairs, it’s the first person to cross everything off who wins (full house).
  • This is just a quick and easy strategy to get students to focus on the length of their sentences and to help them to notice and think about extending sentences. At the end of a piece of writing, they can total the words and divide between the number of sentences – this gives them their ASL. Obviously an ASL of 7-9 indicates that they are not often using subordination, connectives or other conjunctions. ASL of 11-15 would indicate that they are doing this. Clearly it doesn’t measure success with accuracy but it is just a useful measure that highlights this aspect of quality of language.
  • Sentence auction
  • This is actually a Year 9 (level 6) example but the principle of the task is the same whether it is used at KS3 or KS4.

    1. 1. 1 2 3 4 idea araña elefante olvidar5 6 7 8 universo cerdo ciclista casa9 10 11 12 coche cucaracha gimnasia hamburguesa13 14 15 16 España zumo guitarra llave
    2. 2. Me despierto a las ocho menos diez Me levanto a las ochoDesayuno a las ocho y mediaMe ducho a las nueve menos cuarto Rachel Hawkes
    3. 3. Am Montag habe ich Mathe. Am Montag habe ich Mathe. Ich mag schwimmen gehen. Ich mag schwimmen gehen. Herr Carrick unterrichtet Sport. Herr Carrick unterrichtet Sport. Mein Lieblingsfach ist Deutsch. Mein Lieblingsfach ist Deutsch.http://www.rachelhawkes.com/Resources/Phonics/Phonics.php Rachel Hawkes
    4. 4. der der Elefant Apfel die Banane die die CD Diskette der das der das derFussball Geschenk Hund Iglu Junge der das die Löwe Mädchen die die Katze Nuss Orange
    5. 5. 1 2 3 ¡Hola! ¿Cómo te ¿Cómo se Buenos llamas? escribe? días4 5 6 ¿Cuántos ¿De dónde ¡Hasta años eres? luego! tienes?
    6. 6. 1 2 3¡H…! B….. ¿C… t. ll….? ¿C… s. d… e……?4 5 6 ¿C…… a… ¿D. d…. e…? ¡H…. l….! t…..?
    7. 7. 1 2 34 5 6
    8. 8. r al co me ju ga r c er be be ha siempre porque r normalmente a veces nuncasano malsano delicioso divertido con = withbueno malo cómico sin = without picante guay porque en = in dulce interesante salado emocionante amargo aburrido
    9. 9. KS3 Spanish Core Language tener – to have ser – to be estar – to be Pronouns tengo I have soy I am estoy I am yo – I tienes you have eres you are estás you are tú – you él/ella – he/she tiene he/she/you have es he/she is/you are está he/she is/you are (pol.sing) (pol.sing) (pol.sing) Usted – you (polite, sing.) nosotros – we tenemos we have somos we are estamos we are vosotros – you (fam.pl.) tenéis you have (fam.pl.) sois you are (fam.pl.) está you are (fam.pl.) ellos/ellas – they Ustedes – you (polite, pl.) they/you have they/you are they/you are tienen (pol.pl.) son (pol.pl.) están (pol.pl.) Time words Referring to things Referring to places Asking questions ahora – now una cosa – a thing aquí – here ¿Por qué? – why? antes – before esto – this allí - there ¿Qué? – what? después – after eso – that ¿Cuándo? – when? hoy – today algo (más) – something Making links ¿Dónde? – where? ayer – yesterday (else) y – and ¿Quién? – who? mañana – tomorrow otro – (an)other o – or ¿Cuánto(s)? – how otra vez - again mucho – a lot también – also much/many? siempre – always (un) poco – (a) little pero – but ¿Cómo? – how? a menudo – often muy – very porque – because a veces – sometimes todo – all/everything con – with nunca – never sin - without la semana pasada – last week Sentence building Saying what you did la semana que viene – next puedo/puede I can/he,she can week fui – I went quiero/quiere I want to/he,she wants to… hice – I did ví – I saw tengo que/tiene que I have to/he has to… jugué – I played voy a/va a + verb I’m going to/he is going to… comí – I ate Opinions bebí – I drank Pienso que – I think that (no) me (le) gusta I (don’t) like to/he doesn’t like to Creo que – I believe that Me parece que – it seems that.. me (le) encanta I love to/he loves to… me (le) gustaría I/he/she would like to… Rachel Hawkes
    10. 10. Voy a escribir, Voy a escribir, Haiku - 5,7,5 syllables Hablar por teléfono Hablar por teléfono E ir de compras E ir de compras ¡Me gusta Cuba! Descanso en la playa Por favor Señor Por favor Señor Y bailo salsaVoy a ver su empresaVoy a ver su empresa En el verano En el verano Puedo visitar Puedo visitar su país en el otoño su país en el otoño Hablo español Hablo españolHola me llamo MarcusHola me llamo MarcusSí, voy a visitar su país Sí, voy a visitar su país Gracias, hasta luego Gracias, hasta luego
    11. 11. HAVE I GOT NEWS FOR YOUHolly a ………… ans dix-sept l’histoire Kate aime… ……… la musiqueJames n’aime pas………… MurrayLe frère de Mme Gillings s’appelle…...... bleu La couleur préférée de Matt est …….
    12. 12. talking pictures A B Quoi? Qui? Quand? C D Oú? Pourquoi?Qu’est-qu’ils vont faire? Qu’est-que on voit? Qu’est- qu’ils pensent? Gracias @
    13. 13. rascacielos playa catarataapartamento(s) montaña(s) hotel(es) acantilado(s) oficina(s) desierto edificio(s) palmera (s) moderno(s) edificio(s) bosque(s) antiguo(s) selva escuela mar jardin(es) ruina(s) tienda(s) costa fábrica(s) ¿Hay……….? río(s) lago granja hierba
    14. 14. Cad iad na ceisteanna? 1. Tá 1000 dalta i mo 9. Sea, cinnte. scoil agus is scoil Agus tusa? mheasctha í. 2. Is é an ceol an t- 8. Ba mhaith liom ábhar is fearr liom.eolaíocht a dhéanamh agus bheith i mo dhochtúir. 3. Tá sé iotach deas agus míníonn sé gach rud go maith. 7. Ní hea. 4 Is ball den chlub cispheile 6. Bhí mo bhunscoil mé. iontach beag agus ní raibh éide scoile againn. 5. B’fhéidir
    15. 15. ¿Tienes …?Do you have………..?
    16. 16. ¿Piensas que …? Do you think that………..?
    17. 17. Sitges Cataluña, Spain 2009Hace 50 años, había más rocas en la playa. Hoy no hay rocas en la playa.
    18. 18. avec = withLa pyramide et = and mais = but parce que = because je sujet (je, tu..) Je déteste + opinion Je déteste faire + verbe (infinitif) Je déteste faire de la danse + sport Je déteste faire de la danse au collège + extra Je déteste faire de la danse au collège parce + extra que c’est moche!
    19. 19. Ton Christ est juifTa voiture est japonaise Ta pizza est italienneTon couscous est algérienTa démocratie est grecqueTon café est brésilienEt tu reproches à ton voisin dêtre un étrangerTa montre est suisseTa chemise est indienneTa radio est coréenneTes vacances sont tunisiennesTes chiffres sont arabesTon écriture est latineEt tu reproches à ton voisin dêtre étranger Rachel Hawkes
    20. 20. Rachel Hawkes
    21. 21. a PortugalEn el verano fui a España. a Francia. en un hotel cómodo.Me alojé en un camping y era acogedor. en un apartamento muy bien equipado. el museo Guggenheim hice excusiones en biciVi el museo Louvre y/e monté a caballo el museo Dalí nadé en el mar. las playas la comidaMe gustaron las discotecas pero no me gustó el calor las personas el tráfico. Escocia hacer escalada. El año que viene, iré a Goa para hacer alpinismo. Australia hacer piraguïsmo.
    22. 22. KS3 –KS4 transitionRole the dice each time and move left to right through the boxes. Say your phrase out loud. Your partner will use the whiteboard to translatewhat you are saying. Take it in turns to produce these speeches. 1 El año pasado A 1 fui a España B 1 con mis amigos. C 2 El verano pasado 2 fui a Francia 2 con mi familia. 3 Hace dos años 3 fui a Escocia 3 con mis padres. 4 Durante las vacaciones 4 fui a Norfolk 4 para dos semanas. 5 En 2007 5 fui a Grecia 5 para una semana. 6 El invierno pasado 6 fui a Italia 6 para un mes. Me gustó mucho porque…….. 1 nadé en el mar D 1 y mandé mensajes. E 1 ¡Fue genial! F 2 visité monumentos 2 y saqué fotos. 2 ¡Fue guay! 3 descansé 3 y tomé el sol. 3 ¡Fue fantástico! 4 jugué al voleibol 4 y bailé en la discoteca. 4 ¡Fue estupendo! 5 fui a la playa 5 y monté en bici. 5 ¡Fue maravilloso! 6 comí platos típicos 6 y escuché música. 6 ¡Fue fenomenal! El año que viene, cuando vaya a España….. G 1 ir de compras H 1 en la playa. I 1 voy a ……. 2 ir a la piscina 2 con mis amigos. 2 me gustaría.. 3 hablar español 3 todo el tiempo. 3 quiero.. 4 jugar al tenis 4 todos los días. 4 tengo ganas de.. 5 montar a caballo 5 por la noche. 5 tengo pensado.. 6 acampar 6 y tomar el sol. 6 espero..
    23. 23. Last year to I wenton holiday to France with my family. Rachel Hawkes
    24. 24. Rachel Hawkes
    25. 25. Cad é ba mhaith leis a dhéanamh? Cad é a thig leis a dhéanamh? Cad é atá sé agdul a dhéanamh Cá bhfuilanois? muid? Cad é atá i Cén rud nó cénndiaidh titim duine atá saamach? ghrianghraf? Cén uair a Cad é nach bhfuil Cad é atá le glacadh an le feiceáil feiceáil grianghraf? againn? againn?
    26. 26. 1. Décris toi.2. Parle moi un peu de ta famille. Tu t’entends bien avec elle?3. Tu aimes les animaux?4. Est-ce que tu bois ou tu fumes?5. Qu’est-ce que tu as fait hier soir?6. Qu’est-ce que tu vas faire le week-end?
    27. 27. À mon école primaire, il y avait… À mon école secondaire, il y a…
    28. 28. ¡Pensar y hablar! Thanks to Jackie Howis
    29. 29. Encuentra a la persona en la clase que….. • fue al cine el sábado • tiene una canción de Lady Gaga en su colección • quiere estudiar matemáticas para el bachillerato KS4
    30. 30. ¿Cuáles son las preguntas? 7. Sí, pero 1. Sí, me KS3 es un poco encantan. aburrido. 2. No, no me gustan6. Sí, por nada.supuesto. ¿Y tú? 3. Mi bocadillo preferido es queso y tomate. 5. Detesto 4. No, porquelas cebollas. soy vegetariano/a. Rachel Hawkes
    31. 31. en mi es más … ayer también creo que opinión que el próximoel sábado fin de así que fui tuve que semana sería me parece lo mejor compré pudeel domingo por ejemplo lo peor tengo quería prefiero voy a ir no me gusta en el futuro me gustaría
    32. 32. Las vacaciones Mi tiempo libre Mi música preferidaLos deportes El instituto Mi familia y mis amigos
    33. 33. Opinion Present Future Time Reason Comparison expression ReferenceComplexity Past to others Rachel Hawkes
    34. 34. Variety ASL (AVERAGE SENTENCE LENGTH) 10Idea 10 Rachel Hawkes
    35. 35. ¿Qué apuestas? •Marca con / o x las frases correctas y las frases con errores •Apuesta entre 1 y 10 puntos •Escucha al profesor para ver si las frases son correctas o no •Si has escrito / o x en el lugar correcto ganas los puntos. Si no, pierdes los puntos •Escribe tu total en la casilla Frase /x Apuesto Gano Pierdo 1 Ayer jugé al fútbol 2 Juan es una persona contenta 3 No salí porque tenía muchos deberes 4 Yo amor el español 5 Las matemáticas es difícil 6 ¿Como te llamas? 7 No les gusta la política 8 Me duele los pies 9 ¿Cuándo es tu cumpleaños? 10 Dónde está mi libro? 11 Hablaremos más tarde 12 Haceré mis deberes esta noche 13 No me gusta chocolate 14 Le encanta las películas de acción 15 Pasó mis vacaciones en Francia 16 Saqué muchas fotos 17 Fútbol es aburrido 18 Mi padre es un médico 19 Mi hermana es muy alto 20 Pedro soy español subtotalGano - pierdo = Total
    36. 36. Running dictation• You will work in teams• One at a time you will come to the text and have approximately 30 secs to memorise a section of it• Return to your group and add it to your sheet.• I will then ask you some questions about the text which you will only be able to answer if you have successfully completed the task! ¡Buena suerte!
    37. 37. Mis vacaciones• Normalmente voy a los Estados Unidos durante las vacaciones con mis padres. No me gusta viajar con mis padres – es un poco aburrido.• Este año fui a Italia con mi amigo y su familia. Fuimos a Venezia en el noroeste de Italia. Viajé a Italia en avión y después en coche. No me gusta viajar en avión porque me hace vomitar y es bastante incómodo – prefiero viajar en tren porque es relajante.• En Venezia nos alojamos en un hotel lujoso cerca de la plaza mayor. Era fantástico porque era muy limpio, pero de vez en cuando era un poco ruidoso. Pasamos dos semanas allí.• El año que viene voy a ir a España con mi colegio – voy a visitar Madrid y voy a ir de compras en el centro. Voy a pasar una semana allí. Será excelente.
    38. 38. Total = 24 points Quiz1. Where do they normally go? America / US2. Who do they normally go away with? parents3. Do they normally like their holidays? Why / why not? (2) No, - boring4. This year where did they go? (2) Venice, Italy5. Who with? Friend & their family6. How did they get there? (2) Plain & car7. Why don’t they like that transport? (2) Uncomfortable; makes them sick8. How do they prefer to travel & why? (2) Train - relaxing9. Where did they stay? hotel10. Where exactly was the accommodation? Near the main square11. What positive things do they say about the accommodation? (2) Clean; A bit noisy fantastic12. What negative thing do they say?13. How long did they stay? 2 weeks14. What 5 things do they say about next year? (5)Going to Spain; with school; going to Madrid; shopping; will be excellent; 1 week