The vast majority of answers to this question centered on the fact that using the language for a real purpose will involve being able to talk spontaneously. The obvious conclusion to be drawn is that if they are therefore a) not doing any spontaneous speaking in their lessons or b) not feeling that they are getting better at speaking 'without a script' then they are not in their lesson time learning what they need to know to use language in the real world. The implications for motivation are apparent! Other interesting responses - the link between speaking spontaneously and getting more confident plus the the other element of 'real' - students feel that what they can do without notes/preparation is what they 'truly' know. The suggestion is that what they can only do either from notes or after having a week to memorise is NOT real knowledge.
1) Around 2/3 students answered this question by stating something like: &quot;They would cope really well because they would speak confidently and spontaneously really easily' (no idea/unrealistic) 2) Of those that did answer more usefully, there was still not a clear sense of 'how' i.e. strategy use 3) Most answers stress fluency as key 4) Fewer mention accuracy 5) Top set students most likely to mention accuracy AND fluency together 6) A few mention quality of language, including range of vocabulary, tense use, opinions, extended answers - particularly Year 10 learners and 9 top sets 7) Attributes of a confident learner mentioned were: risk-taking, not afraid of mistakes, responds readily, good pronunciation 8) Strategies mentioned (very few answers but very good!) were: listen carefully to pick out key words and understand the question, take time to think, use words and structures they know, ignore mistakes and keep going, use gestures and facial expression to help support meaning
Rather than do this as a ‘wander around the class’ task which can become a bit aimless (at least with my own classes this has been the case!) the suggestion would be to do it as a class speaking line activity. For the first ‘round’ of 3 minutes the questions could be displayed for reference on the white board. Students have a small slip with the 5 categories from slide 2 next to which they can note the name of the first person who says ‘yes’ to the question. The teacher decides when the group moves on, as usual with speaking lines, but making sure that it is brief enough to only give enough time either for the whole 5 questions or fewer than 5, and not to give longer than this or students will run out of questions.
Pupils have just learnt um..zu… and wenn clauses in the context of learning about Austria. This exercise also revises all tenses and modals as well as question-forming.
Asked the questions whole class with the image in the top left. Then split into groups and each group worked on one of the other images on the slide. Some then gave their responses to the class.
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.
Give students the questions and 1 minute for question 1 to think through (not write down) an answer with exactly 7 words. Take a few answers in whole class feedback. Then give them 3 minutes to do the same for the other 3 questions. Then give them 3 minutes to choose 1 of the 4 questions and try to come up with a sentence of 10 words – they will need either ‘und’ or ‘aber’ or ‘weil’ or ‘denn’ for this. They can be encouraged to use other forms of the verb other than ‘ich’ too here – e.g. Ich habe einen Bruder aber meine beste Freundin Emma hat keine Geschwister. This highlights some of the different ways to extend answers.
Joined up real communication with real meaning
SSAT Language College Conference, The Belfry Thursday 7 October 2010 Rachel Hawkes Comberton Village College Rachel Hawkes 2010-11 Joined-Up! Real communication with real meaning: the renewed framework, the new national curriculum and the new GCSE
“ Across all phases speaking is the least well developed of all the skills. Students’ inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm.” 1.4 Talking together Y8 Initiate and participate in unrehearsed pupil-teacher and pupil-pupil exchanges Y8 Plan and carry out unscripted conversations and discussions, taking into account the views, preferences and ideas of each group member 1.5 Presenting and narrating Y8 Use some complex language in a prepared but unscripted talk or narrative Y8 Add authenticity through use of simple idioms 1.3 Creativity a Using familiar language for new purposes and in new contexts. b Using imagination to express thoughts, ideas, experiences and feelings. 2.2 Developing language skills c respond appropriately to spoken and written language d use correct pronunciation and intonation e ask and answer questions f initiate and sustain conversations k deal with unfamiliar language, unexpected responses and unpredictable situations. Communicates detailed and relevant information related to chosen visual/topic/stimulus. Interacts well. Speaks confidently. Takes initiative and develops more elaborate responses. Has little difficulty expressing and explaining ideas and points of view. Little hesitation and little or no prompting necessary. Abe to deal with unpredictable elements with some success.
What do students think? Talking to Learn Project <ul><li>Student questionnaires and analysis </li></ul><ul><li>Development and use of speaking materials in the classroom </li></ul><ul><li>Teacher inter-school observations </li></ul><ul><li>Evaluation of approaches trialled </li></ul><ul><li>Materials shared on wikis </li></ul>Summary of project activities
What do you think we mean by unplanned or spontaneous speaking? a) Lack of prior preparation b) Absence of written support c) The immediacy of the experience d) Like a conversation e) Not knowing the questions/answers in advance 289 students from Years 7 – 10 from 5 different secondary schools were asked.
Why do you think unplanned or spontaneous speaking is an important focus in language learning? "Because in real life you don't know what the other person is going to say." 2/3 students asked equate spontaneous speaking with ‘real life’ activity. "To make sure you definitely know it and are able to have conversations without reading off a sheet." Students feel that what they can do without notes/preparation is what they 'truly' know. They also mention the link between spontaneous speaking and increased confidence.
Define a confident language learner - how would he/she cope in an unplanned speaking situation? "They would cope really well because they would speak confidently and spontaneously really easily' 2/3 answers are unrealistic and do not mention strategies or attributes of a language learner in unrehearsed speaking situations. 1) Most other answers stress fluency as key 2) Fewer mention accuracy 3) Top set students most likely to mention accuracy AND fluency together 4) A few mention quality of language, including range of vocabulary, tense use, opinions, extended answers - particularly Year 10 learners and 9 top sets 5) Rare answers mention attributes of a confident learner mentioned were: risk-taking, not afraid of mistakes, responds readily, good pronunciation 6) Very few mentioned these strategies: listen carefully to pick out key words and understand the question, take time to think, use words and structures they know, ignore mistakes and keep going, use gestures and facial expression to help support meaning
<ul><li>Speaking targets </li></ul><ul><li>Give detailed information </li></ul><ul><li>Express personal opinions </li></ul><ul><li>Justify points of view </li></ul><ul><li>Use longer sequences of speech </li></ul><ul><li>Use a variety of vocabulary and structures </li></ul><ul><li>Use time references </li></ul><ul><li>Refer to the past </li></ul><ul><li>Refer to the future </li></ul>Do these speaking targets work for spontaneous talk? Can learners have these sorts of targets in their heads in an unplanned speaking situation? If not, what targets or strategies would we give to learners who are trying to hold a 'conversation' in the target language?
<ul><li>Listen to the question VERY carefully – work to make sense of it </li></ul><ul><li>Buy yourself time with a ‘hesitation’ word </li></ul><ul><li>Think of something you know you can say quickly – e.g. Repeat back a couple of words of the question with raised intonation - ¿Todos los días? </li></ul><ul><li>Use what you know how to say when you put your answer together (not necessarily exactly what you want to say) </li></ul><ul><li>Keep talking for as long as you can – it’s always easy to add in a ‘por ejemplo’ or an opinion </li></ul><ul><li>When you are beginning to run out of flow, ask a question! (¿Y tú?) </li></ul><ul><li>Use other ‘help’ to get your message across well – i.e. expression, emotion – sound like you mean it + facial expressions + body language + gestures </li></ul>“ A confident language learner wouldn't panic, would listen carefully for key words to respond to and take time to think about answer.” “ A confident learner would use the words they do know to turn the conversation to what they are comfortable to speak about - use heavy facial expression and body language.” “ A confident learner would be able to use what they know already to come up with appropriate responses - and maybe even ask new questions.”
Findet eine Person, die…………. <ul><li>1. nur einen Bruder hat </li></ul><ul><li>2. zwei Schwestern hat </li></ul><ul><li>3. in Toft wohnt </li></ul><ul><li>einen Hund und eine Katze hat </li></ul><ul><li>den Geburtstag im Dezember hat </li></ul>
¿Cuáles son las preguntas? 2. Si, por supesto. ¿Y tú? 1. La capital de España es Madrid. 3. Cuando hace buen tiempo me gusta dar una vuelta en bici. 4. Fui al cine y vi la película Avatar. 5. Me gustaría vivir en Escocia 6. Ayer me quedé en casa todo el día. 7. Se puede visitar el castillo e ir de compras. 9 .Quizás 8. Voy a hacer mis deberes.
Comment il s’appelle? Quel âge a-t-il ? Il est comment? Qu’est-ce qu’il a comme famille? Il a des animaux? O ù 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?
Questions Y8 beginners came up with. No help given apart from ‘welche(r)’ written on board. Wie findest du Nummer 13? Magst du Number 17? Was ist gut für dich? Was ist gut für mich?! Was findest du modisch? (Word taught earlier in lesson) Deine Mutter, sie trägt was? Was ist aufregend?! Welche Schuhe magst du?
1 2 3 4 5 6 Las vacaciones Los deportes Mi tiempo libre El insituto Mi música preferida Mi familia y mis amigos
les films la publicité les chansons les images
Hast du Geschwister? Hast du Haustiere? Hast du einen Lieblingsfilm? Hast du ein Lieblingsbuch? NB: Deine Antwort muss 7 W örter haben. Wie kann man eine Antwort von 10+ W örtern bauen?
¿Dónde estamos? ¿Qué o quién hay en la foto? ¿Qué se puede ver? ¿Qué no se puede ver? ¿Cuándo se hizo la foto? ¿Qué acaba de pasar? ¿Qué va a pasar ahora?
HAVE I GOT NEWS FOR YOU <ul><li>Hinesh, 14ans, va </li></ul><ul><li>jouer pour… </li></ul><ul><li>Chloe admet: Je fume…cigarettes </li></ul><ul><li>par jour </li></ul><ul><li>Selon Adam, Alex a acheté des </li></ul><ul><li>chocolats... </li></ul><ul><li> Abir fait… tous les jours, dit James. </li></ul>
Winterwunderland Sommerparadies Österreich <ul><li>You have been on holiday in Austria and meet a friend to tell them about your trip. </li></ul><ul><li>You should be prepared to ask and answer questions. You might discuss: </li></ul><ul><li>the town/village you visited </li></ul><ul><li>the activities you undertook </li></ul><ul><li>what you thought of Austria </li></ul><ul><li>what there is, in general, for tourists to do </li></ul><ul><li>whether you want to visit Austria again or not, and why (not) </li></ul>
Group name: LinkedUpSpanish Group home page: http://uk.groups.yahoo.com/group/LinkedUpSpanish Group email: [email_address] Group name: LinkedUpGerman Group home page: http://uk.groups.yahoo.com/group/LinkedUpGerman Group email: [email_address] Group name: LinkedUpFrench Group home page: http://uk.groups.yahoo.com/group/LinkedUpFrench Group email: [email_address] www.rachelhawkes.typepad.com/linguacom .(blog including links to the wikis below and to TES resources) www.tes.co.uk (2000+ resources from my school). http://www.slideshare.net/rachelhawkes60 (conference and other presentations) http://rilanguageleaderaward.wikispaces.com This is the wiki where you can download support material to set up and deliver a language leader programme in your school http://rilspellingbee.wikispaces.com This is the wiki with material and details about the spelling bee – now national!. http://rilanguageonfilm.wikispaces.com/ Film-making competition for Year 9 - support DVD available
Thank you for listening! Rachel Hawkes Comberton Village College SSAT Lead Practitioner AST MFL Adviser TES Resources former Regional Subject Adviser [email_address] Rachel Hawkes 2010-11