Point out that all activities are in the booklet provided and available as downloads / links from the blog I hope to ensure that as many pupils are involved in their learning as possible – base on PIES principle Positive Interdependence Individual Accountability Equal Participations Simultaneous Participation
Starting off with some of my favourite “go to” activities / tool box Maybe old favourites of yours maybe new to you Please feel free to share any ways that you use these activities as well
Describe how they it works Use booklet as demonstration Talk through examples in booklet – explain which I’ve used as starters / consolidation / introduction of vocab Differentiation ideas – different coloured cards / create your own card / come do English into TL Create your own versions – but must make sure that they are accurate Move round to music instead of S-H-P Do in 2 circles – internal / external Use of TL / teaching each other languages / active / differentiation happens as pupils work out how to support their partner Gets a lot of different language used very quickly How does it fit into PIES? Rely on others to complete the activity / they have to take part in order for others to success / equal participation by taking turns / simultaneous participation all working together
Intro – talk about tarsia and jigsaws – point towards Clare and Lightbulb Languages for premade one and a beginners guide to using tarsia Why use tarsia rather than just a domino template? Table with meanings that can be exploited Depends on how you want to use it and number in class. KS4 smaller classes – whole class activity do it twice, time them. Ask they why we might do it twice? Ask them which LLS they are using when they do this activity As they complete write down mispronounced words on the board to bring up at the end Larger classes not practical to do as whole class activity so split into groups and compete against each other as they do it. Maybe send one of each team to time the other so no cheating. Again they like to do it twice, to see if they improve. As an aside – when I do a Tarsia jigsaw, I tell each pupil in the group to take 4/3 pieces of jigsaw and they are only allowed to touch those pieces, this helps ensure that everyone is included in the activity (PIES)
Showdown is a team activity which has pupils working together, learning from and teaching one another. This is how it works:Each team member has a mini whiteboard and pen, one of the team is the &quot;Showdown Captain&quot; who is identified by a little name label(fear not this role changes on each round!).The captain chooses a question from a set of cards. I chose the vey uninspiring &quot;translate a sentence into French&quot;.Once chosen, all team members write their own answers on their MWB, without showing their team.When all are done, the captain says &quot;showdown&quot;, then all show their answers and they must discuss them to reach a consensus.When they are happy they all agree, the Showdown Captain, leads the team in a &quot;unique&quot; team celebration.Captain hands the role over to the next person to their left and all is repeated.I let them refer to books but it depends on how you want to use it, the class, etc...Also, as I&apos;m trying to cut down on paper used, rather then drawing &quot;card&quot; I put 12 phrases on the board and give dice, the captain rolled the dice instead of drawing the card. It still worked as well as drawing a card.
Allocate a topic (this week mine have been descriptions and holidays-not at the same time, combined with connectives/opinions) and it works like this; pupil 1 starts in the middle of the square by writing a word in the TL, pupil 2 then writes another word that has to connect in some way to the first word and so on. Points are scored when a word goes through one of the squares with a number in it and that square can earn points every time a word goes through it. You can make is as easy or hard as you want by allowing words horizontally, vertically, diagonally and sometimes backwards. I then had double point scores for letters that had accents on. The games could have lasted the whole lesson, if I&apos;d allowed it!I didn&apos;t know how competitive my pupils could get!My next task is to work out how it can be less wasteful on paper, maybe laminate grids and use mini whiteboard pens...Little update on how I&apos;m using Infinite Scrabble to ensure more engagement (although there&apos;s already lots there!). I give rewards not only to the winner in each pair / trio and have also started to reward the highest scoring team a reward as well, so not only are they playing against each other but also against the others in the class. Who know that there could be scores of over 100!
Demonstrate how this activity works – it’s the only way to see how it works
I always presume that activities I do to practice vocabulary are old hat and everyone already knows about them. Therefore I often don&apos;t tell people about activities I do, or don&apos;t expain them. Lingo Bingo is one such activity. I know that many people do play this game in their classrooms already (because otherwise how would I know about it), however I also know many others have never heard of it before or struggled to understand my garbled tweets trying to fit an explanation in to 140 characters on Twitter the other day. I&apos;m also pretty sure that it could be use in subjects other than Languages. Anyway, for those of you who don&apos;t know how to play it here it is: Give out plain paper - it doesn&apos;t have to be plain. Pupils split the paper in half and draw a 6 / 8 / 9 square grid on each piece of paper - I&apos;m thinking of making a ready made grid and sticking it in the back of pupils books or even laminating it, in order to save paper. Number each box (1-6, 1-8, 1-9 depending on number of squares) on each grid but make sure there is still enough space to write in the squares. Now put one of the grids to one side so that you are just working with 1 grid. On the grid you are working with write 6 / 8 / 9 phrases - 1 in each box. I do it in TL but could also be in English, depending on skills you want to practise. This week I worked with connectives other than et and mais and opinions other than A mon avis. Tear / cut up that grid so that you have 6 /8 / 9 little cards with individual phrases / words on them now. With me so far? Good ;-) they can place that card onto the corresponding number on their grid. The aim is to get 3 or even more touching squares for a full house. They can then swap Now pupils work in pairs 1 partner will say a number (in the TL of course) and the other partner asks &quot;Comment dit-on ....en anglais&quot; (or similar). If they get it right and then move round the classroom playing other class members ad infinitum... The nice thing about this activity is that pupils get to experience a wide range of vocabulary and structures, including ones they wouldn&apos;t never have thought of using before. In addition, they can differentiate for one another. Allowing use of books if they feel their partner needs support or removing and hiding books, if they are feeling very mean! They get very competitive and are much stricter than I am! They can even switch and ask for the TL phrases as extension. Of course at the end of the lesson you&apos;re left with lots of little bits of paper so don&apos;t forget to remind them to put them into the recycling as they leave...
Give each group a collection of paper / post its / scrap paper Pupils all write their words at the same time AND say the words out loud and place their pieces of paper in the centre. From this they could then categorise the words / peer assess – proof read / find the odd ones out / find meanings / create sentences / etc…
Great for starters particularly at higher levels – we did as starter on World Poetry Day Y10 on descriptions and Y11 on holidays For lower levels, you could use for creativity What were they doing all the time? Grammar Focus on pronunciation – really made they think about it (we did in German and they often forgot that they “e” on the end of words is pronounced in German) / determination to get it right Drafting and redrafting
And finally…. A lovely website that I came across through @valleseco (Clare Seccombe) Lightbulb languages. Me and my department wouldn’t be without it now for starters in particular
Rally Robin: Ask a question, give 5-7 seconds thinking time, pupils take it in turns to give their answers Round Robin: Same as above but in a group of 4 Can have their go either by turn taking or by allocating time – use a timer on your board – you could do this for speaking practice / spontaneous talk All write round robin same as above but you say it and write it down at the same time…. So now we’re going to use the rally / round robin to feedback to one another. Which activities do you think you could use this week in your lessons and how? We’re going to take turns by having an allotted time to talk …30 seconds per person. I’ll say swap when it’s time to move onto the next person.
Promoting independent learning in mfl all
Strategies to help MFL learners become more independent
learning in MFL
Curriculum Leader of MFL
St. Michael’s Catholic Academy, Billingham
MFL blogger http://www.langwitch.co.uk
• To look at a number of activities that I use to promote
• To see some practical examples of how I have used these in the
• To reflect on our own practice and how we could incorporate
these activities into lessons
• Stand up – hand up – pair up
• Greet one another in the TL
• Ask the question on the card / show the TL phrase on the card
• Coach your partner to help them work out the answer /
• Tip – Tip – Try again
• Partner repeats
• Swap cards
• Move off – hand up – pair up
How it works
• Download from here:
• Great for…
• Follow me cards
• Great for…
• Peer support
• Great for starters
• No preparation needed!
• Use your QQT cards for this!
• Great for …
• Introducing new language
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