To encourage students to respond to each other’s ranking suggestions
The conditions or ‘targets’ can be many and varied. It ALMOST doesn’t matter as the point of putting a condition there is to cause students to think their sentences through carefully as they build them. It makes them much more aware of what they’re saying. And making a sentence of exactly 8 words will involve usually a very short clause with ‘weil’ or two clauses linked with ‘und’ or additional details like when and where. So they focus on different ways to make their sentences longer. It also works well to set >9 words or <5 words at times too.
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).
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.
Year 7 differences
Presentation fl as 2012
FLAs in the UK•The aim of the assistant programme • Your subtopic goes here•The English education system•Practical ideas
Not everyone Are you thinking or sinking?speaks English
The language of educationWhat are we talking about?•KS3 (SATs) - KS4 (GCSE / GNVQ) - KS5 (AS/A2) (Sixth Form – Year 12 + 13)•AT1 - AT2 - AT3 - AT4 (Attainment targets) Listening – Speaking – Reading - Writing•DfE Department for Education•AQA Assessment and Qualifications Authority•OCR Oxford, Cambridge and RSA•EdExcel [London based board]•GCSE General Certificate of Secondary Education
The examinations AS - speakingThe AS oral examAn aspect of culture or society in the TL countryDiscuss a text with the examiner (time given for preparation e.g.20 minutes)Discussion of the text + further areas related to the same topic20 minutes•Unprepared questions are an essential part
The examinations A2 - speakingThe A2 oral examThe student is assessed on quality of language,justification + debate, and understanding.The examination can take the following form:1 minute presentation4 minute discussion of the topic chosenSpontaneous discussion of two further issues
Find out which examinationboard you use + be clear on the expectations ofthe examination
The expectations of teachersRESULTS!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!End of Year 9 – level 5+GCSE grade C+AS grades A+BA2 grades A+B
The expectations of teachersYear 9 – end of KS3 levels – level 5+Write a short paragraph of 5 or 6 longer sentences, including 2 time frames onegenerally accurately and the other used correctly at least once. If appropriatequestions should be asked. Dictionaries are regularly used to find unknown wordsand to check spellings for words they have learnt.GCSE grade C+Good competent language knowledge. Grasp of the past, future and present tense.Good grasp of basic regular and irregular verbs. Opinions expressed and somebasic adjectives. Can answer questions on the exam topics without having to ask forthem to be repeated. Speaks at a reasonable pace and does not leave long pausesin answers. Written coursework of 180+ words per assignment.AS grades A+BA2 grades A+B
The language of the studentsWhat are they talking about?•bare (adverb) a lot of / very•to cotch (verb) to hang out, relax, chill out or sleep•(al)low it! “let me ….?”•to switch to suddenly get angry•safe (adj) good•skeen (adj) I see, I get it•sick very good•wasteman (noun) person who does the minimum
How can the FLAmake a difference?•Making them talk!•Enthusiasm•Experiencing the real thing•Age gap•You are not the teacher•It is fun!
Divide the paper into 6sections. In each section you will draw something torepresent the words you will see shortly. There is a time limit – you must be FAST!
An item of foodA member of the family A pet An item of furnitureA method of transport A type of weather
Show your pictures to your partner +he/she must guess what they are
Show your pictures to your partner +he/she must give an opinion on each thing shown
How can we make them talk? GCSEMaking dialogues fun (?!)•Act it out•In a mood•(acting techniques + memorisation)
How can we make them talk? GCSEMillionaireWho wants to be a millionaire?A great teaching game! A sense of competition adds areason for student to talk.Contestants have three lifelines:1. They can phone a friend – and ask them the answer in 30 seconds2. They can opt for 50:50 – and have two wrong answers taken away3. They can ask the audience – i.e. their friendsThey can only use each lifeline once.
Your answer must contain EXACTLY 7 words!Your answer must contain more than 9 words!
How can we make them talk? GCSEUsing diceThrow 1 – starter Throw 2 - opinion1 I like 1 It’s…2 I prefer 2 I find it…3 I really like 3 Because it’s…4 I don’t like 4 For me it’s…5 I hate 5 I think it’s…6 I can’t stand 6 Most of the time it’s…
How can we make them talk? GCSEUsing dice 1. I 2. You (singular) 3. He/she 4. We 5. You (plural) 6. They
How can we make them talk? GCSEUsing dice for pronunciation1 A Londres tout est trop cher2 A mon avis Paris est plus chic que Londres3 Pour moi, c’est New York - c’est génial4 J’aimerais aller à Tokyo – il paraît que c’est très zen5 J’ai entendu qu’ à Sydney – on ne dort pas6 Avec tous les films Bollywood, Bombay est trèsà la mode
How can we make them talk? GCSEUsing dice for opinions1 You are surprised by this viewpoint2 You must defend this viewpoint3 You agree4 You disagree5 You do not hold an opinion6 You play for time on this topic
How can we make them talk? GCSELearning vocabulary•Card games•Bingo•Repeat if it is true•Pictionary•Which one is missing?
How can we make them talk? GCSEDifferent contexts•Big Brother / X Factor / I’m a Celebrity (Get MeOut of Here)
Creo que soy muy perezosa. En la casano hago nada. A veces lavo los platos ymi ropa.I think that I am very lazy. In thehouse I do nothing. Sometimes I washthe dishes and my clothes.
How can we make them talk? GCSEDifferent contexts•The Simpsons
How can we make them talk? GCSEDifferent contexts•The zoo
A conversation between catsWhat are the cats talking about? •Mice •Their family •Other cats in the area •Last night •Their kittens •Food •Dogs •Famous cats (Garfield, Pink Panther, Puss in Boots, etc)
Spend the WordsTake it in turns to ask and answer the same questions as before. This time,rather than speaking for as long as you can, you need to try and include thewords below and ‘spend’ the words as you answer your 5 questions. Yourpartner will cross them off as you use them and you need to do the same foryour partner. The first to use up all the words is the winner. es um...zu... schwerer als leicht aufstehen würde...geben man darf wir müssen streng nicht leiden Mobbing (nicht/kein(e)) meiner ...fällt dreckig AGs gestern Meinung nach mir/fallen mir letzte Woche Deutschland Schulregeln weder…noch… können Mittagspause gute Noten vielleicht Schuluniform Gang
Talk about your familyOpinion Present Future Time Reason Comparison expression ReferenceComplexity Past to others
InterviewsStudents can conduct interviews on selectedtopics with various people. It is a good idea thatthe teacher provides a rubric to students so thatthey know what type of questions they can askor what path to follow, but students shouldprepare their own interview questions. Afterinterviews, each student can present theirfindings.
The key elements needed to get higher grades need to be emphasised
How can we make them talk? GCSEIMPORTANT!!!!!!•Results•Opinions•Tenses•Extended language
How can we make them talk? GCSEKeeping their attention!Think about the length of lessons. If you have slots thatare longer than 25 minutes, you’ll need to think about thenumber of activities to cover. Pupils learn in differentways. Some respond well to the written word, others topictures, others to sound, others to very active tasks. Tryand include different types of activities in your work toappeal to different learner types. Vary your approachfrom week to week.
en Espagne. L’année dernière, je suis allé(e) aux Étas-unis en France. dans un hotel confortable.Je suis resté(e) dans un camping et c’était bien equipé(e). dans une gîte très moderne. des monuments j’ai fait du cyclisme. J’ai visité des musées et j’ai nagé dans la mer. des galeries j’ai fait des excursions. les plages la chaleur. J’aimais bien les boîtes de nuit mais pas les toilettes. les restaurants les embouteillages. Écosse faire de l’alpinisme.L’année prochaine, j’irai en Autriche pour faire du canoë-kayac. Australie visiter les attractions.
Picture DescribingAnother way to make use of pictures is to givestudents just one picture and have themdescribe what it is in the picture. For thisactivity students can form groups and eachgroup is given a different picture. Studentsdiscuss the picture with their groups, then aspokesperson for each group describes thepicture to the whole class.
Spot the DifferenceFor this activity students can work in pairs andeach couple is given two different pictures, forexample, picture of boys playing football andanother picture of girls playing tennis. Studentsin pairs discuss the similarities and/ordifferences in the pictures.
Décris les différences: QuestionsIl est dix heures – il est trois heures il y a combien de personnesle chien est grand – le chien est petit dans les deux photos?La voiture est jaune – la voiture est noire Quel temps fait-il?il y a des chaussures dans le magasin – il y a des gâteaux Le chien est de quelleil y a un velo – il n’y a pas de velo couleur?la dame dans la voiture est jeune– la dame est vieille Quelle heure est-il?l’homme lit un journal- l’homme boit un coca Que fait l’homme?la dame dans la voiture n’écoute pas de musique- la dame dans Il y a combien d’arbres?la voiture ecoute de la musiqueil fait mauvais – il fait beauil y a deux arbres – il y a trois arbres
GCSEHow can we make them talk? AS/A2Use of video
How can we make them talk? GCSEUse of Youtube / Google video•School filters www.keepvid.com
How can we make them talk? GCSETechniques for exploiting film/video•freeze frame description/ prediction•brainstorming – adjectives for characters/scenes•sound down•sound only•listening for presence/order•Summaries