Rachel Hawkes' Classroom Talk from the Languages Show 2013

1. Classroom talk
F – A – S – T
Strategies to support quality TL talk
in the languages classroom
Speaker: Dr Rachel Hawkes

2. F – A – S – T
•Fun
•Accessible
•Selling
•Tenacious

3. Fun – a reason to talk
• Note and respond to what students
want/need to say
• Exploit and invoke humour
• Open-ended tasks
• Subverting the norm

4. “Teachers informally monitor and assess spontaneous TL use,
keeping track of learners’ progress.”
http://www.ofsted.gov.uk/resources/our-expert-knowledge/modern-languages
Lesson 1
Ypsilon – mit Ypsilon (when
spelling out names)
Wie heißt du? Ich heiße
Guten Tag
Hallo
Bitte
Danke
Lesson 2
ja
nein
sprechen
nicht
schreiben
eine Frage
vergessen
Wie viele?
sagen
dann
freiwillig
Lesson 3
Hausaufgaben
ein Substantiv
ist nicht da
laut(er)
Mädchen (mit Umlaut)
Junge
Lesson 4
wiederholen
abschreiben
mit
ohne
Lesson 5
Wie viele?
Wörter
jede Person
eins, zwei, drei, vier
rot, blau, gelb
Dreieck, Viereck, Kreis
spät
mein Heft ist nicht da
Ich habe ein Problem
Lesson 6
schnell (schneller)
Ich brauche
klar?
gross/klein
Lesson 8
noch mal?
das ist klasse! (said by
student)

5. Fun – a reason to talk
• Note and respond to what students
want/need to say
• Exploit and invoke humour
• Open-ended tasks
• Subverting the norm

6. Frau
HawkesKlasse

7. Fun – a reason to talk
• Note and respond to what students
want/need to say
• Exploit and invoke humour
• Open-ended tasks
• Subverting the norm

8. Comment il s’appelle?
Quel âge a-t-il?
Il est comment?
Qu’est-ce qu’il a comme
famille?
Il a des animaux?
Où est-ce qu’il habite?
Qu’est-ce qu’il aime faire?
Qu’est-ce qu’il n’aime pas
faire?
Qu’est-ce qu’il a fait hier?
Qu’est-ce qu’il a à la main?
Il parle avec qui?
Qu’est-ce qu’il a regardé hier
soir à la télé?

9. J’habite dans un village.
Chez nous il y a beaucoup de pollution.
A Cambridge on peut faire les magasins.
Le weekend on va souvent au centre de loisirs.
Mon frère va normalement au stade.
Mes copains vont à la piscine.
SAY SOMETHING DIFFERENT

10. Nadal Paella
David Villa Andy Murray

11.  X
¿Qué piensas?
¡Sí, es verdad!
¡No, es mentira!
¡Yo también!
¡Yo tampoco!
¡Estás loco/a!
Pienso que...
XX

¿Qué piensas?

12. Pienso que… I think that…
Creo que.. I believe
La excepción es.. the exception is
porque because/for
Es (from verb ‘SER’ to be) It is (permanent characteristics)
un animal – una persona - un país – un
continente -
an animal – a person - a country – a
continent
de Inglaterra, Escocia, España…
plural/singular plural/singular
un verbo – un adjetivo – un sustantivo a verb - an adjective - a noun
masculino - femenino masculine - feminine
diferente different
los otros son… the others are…

13. Trouve quelqu’un qui…..
1)…va souvent au cinéma.
2)…va de temps en temps à l’église.
3)…ne va jamais à la pationoire.
Trouve deux personnes qui…..
4)…vont au centre commercial tous les weekends.
5)…vont souvent au centre de loisirs.

14. ¿Qué se
puede
ver?
¿Qué van
a hacer?
¿En qué
piensan?
Gracias @ Pete Spain

15. Fun – a reason to talk
• Note and respond to what students
want/need to say
• Exploit and invoke humour
• Open-ended tasks
• Subverting the norm

16. ¿Qué va a hacer
Lara este verano?
¿Qué no va a
hacer ?

17. En las vacaciones voy a ir a España. Voy a alojarme en un hotel. Voy
a comer platos típicos en el restaurante. Voy a nadar en la piscina.
No voy a nadar en el mar. Voy a ir al centro. Voy a sacar fotos de los
monumentos. Voy a visitar los museos.
Fenomenal futures*
Basic sentence:
Voy a + infinitive.
Enhanced by the ‘super’ structures:
Espero
Me gustaría
Quiero
Tengo que
Tengo ganas de
Tengo la intención de
Tengo pensado
}+ infinitive
Now read this passage out, without using ‘voy a’ more than once!

18. ¿Cuáles son las preguntas?
1. Tiene el pelo
largo.
2. Me gusta
el teatro
3. Son
fáciles.
5. sí.
4. El
español.

19. Fun – a reason to talk
• Note and respond to what students
want/need to say
• Exploit and invoke humour
• Open-ended tasks
• Subverting the norm

20. Accessible
• Explicitly teach the language you/they need to
use
• Know what they know and build on it as
logically as possible
• Support TL teacher talk with gestures,
cognates, examples, visual cues, drawing
modelling

21. trabajar
con…?
usar el
diccionario?
ir al baño?
mirar en mi
libro de
vocabulario?
sentarme
allí?
ir a mi clase
de música?

22. Accessible
• Explicitly teach the language
you/they need to use
• Know what they know and build on it
as logically as possible
• Support TL teacher talk with gestures,
cognates, examples, visual cues,
drawing, modelling

23. der
Apfel die
Banane
die
CD
die
Diskette
der
Elefant
der
Fussball
das
Geschenk
der
Hund
das
Iglu
der
Junge
die
Katze
der
Löwe
das
Mädchen die
Nuss
die
Orange

24. das
Iglu die
Katze
der
Löwe

25. Selling
• ‘Sell’ the methodology you use appropriately
• Reward the risk-takers in speaking
• Ensure suitable differentiation and
progression

26. Education with an international outlook
Language learning and leadership development
"If you talk to a man in a
language he understands,
that goes to his head. If you
talk to him in his language,
that goes to his heart."
Nelson Mandela

28. Selling
• ‘Sell’ the methodology you use
appropriately
• Reward the risk-takers in speaking
• Ensure suitable differentiation and
progression

30. Selling
• ‘Sell’ the methodology you use
appropriately
• Reward the risk-takers in speaking
• Ensure suitable differentiation and
progression

31. Tenacity
• Practise what you preach
• Insist (consistently)
• Push through the ‘pain barrier’

32. Classroom talk
F – A – S – T
Strategies to support quality TL talk
in the languages classroom
http://www.rachelhawkes.com/PandT/Speaking/Speaking.php
rhawkes@comberton.cambs.sch.uk