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Adding value in MFL GCSE

This document provides tips and strategies for teaching and preparing students for the GCSE French exam. It discusses the importance of: - Having clear lesson objectives and ensuring students feel a sense of achievement - Building students' confidence, complexity of language, and exam skills incrementally over time - Providing regular practice of reading, writing, speaking and listening skills in short chunks - Giving students exposure to model answers and past papers to familiarize them with the format and expectations - Incorporating variety, creativity, games and technology into revision to keep students engaged.

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Š Herts for Learning Ltd L O Show how you can be Outstanding Add fizz and sparkle to your lessons Engage, enthuse, motivate pupils Ensure Progress NQT Adding to your MFL teaching toolbox at KS4 Jon Meier (Verulam School, St Albans)
Verulam • All ability boys’ school • GCSE June 2013: 140 entered • A*-C: French – 83%, German- 93%, Spanish- 100% • Average 91%
Show you mean business Get them on your side Behaviour is the key Exam focus & grade awareness
What makes a successful GCSE lesson? Discussion – 5 mins Clear objectives Pupils go out ‘buzzing’ with a real sense of achievement Relevance Progress Enjoyment – pace, variety They have moved a stage further towards achieving their targets Spiral learning – building on prior knowledge All pupils feel confident and supported Pupils have played an active part in the lesson and have not just been ‘leaking bottles’ They enjoy, respect and have confidence in the teaching End
Controlled Assessment – Writing Top Tips Clear task, but not over prescriptive Task must not be too original or unconventional e.g. write a letter to a hotel in France/Spain Germany applying for a summer job. You could include the following: •Why you are interested in working in the hotel •Your qualities and character •Previous relevant experience •When you can start •The type of work you’d like to do •Ask about times, days off / local amenities
GCSE Writing tips • Build confidence & complexity and link to speaking, reading and listening skills • Ensure plenty of mini paragraph practice along the way. Draft 1 2 & 3 • Show them the mark scheme • Give them practice tasks with the mark scheme • Self and peer assessment (see handout) • Use model answers at different grades (see handout) • Use display work as models – collective memory / running dictation tasks • Practise - Paragraphing , neatness, spacing & use of prompt sheets
How do we use model answers? You have a piece of writing at Grade C – no mistakes but it’s very basic - What do you do with it? Option A- Put clues round the room and get them to work in teams Option B- Put groups in charge of different areas: e.g. Tenses 6Ws Connectives & conjunctions Time tags Opinions and Justification Option C- Show them an improved version – do messenger & scribe Option D- - show an improved version - See how much they can remember Option E- gap fill version (with/ without support) Option F- Group writing – Having been through improvements & notes taken, all do a version collaboratively in groups but competing against other groups. Teacher takes one in from each group, at random and marks it before the end of lesson. Points & winners allocated. End
Bonjour je m’appelle Henry Meadows et je voudrais travailler dans l’hôtel Splendide en été. J’ai vu votre annonce sur le site ‘jobetudiant.net’ J’ai dix-sept ans, j’habite en Angleterre près de Londres et j’étudie le français depuis cinq ans. Je ne parle pas très bien et je voudrais améliorer mon français Je suis actif, sociable, et travailleur. Je suis en bonne santé. Pour mon stage en enterprise j’ai travaillé dans un hôtel qui s’appelle Sopwell House. J’ai travaillé dans l’hôtel pendant trois semaines. J’étais dans la cuisine, dans le restaurant, à la reception et j’ai nettoyé les chambres. J’ai beaucoup d’expérience et j’espère que vous pouvez trouver quelque chose pour moi. Est-ce qu’il y a une piscine dans l’hôtel? Est-ce que je peux dormir dans l’hôtel ou dans la ville? Merci et au revoir. Grade C
Monsieur J’ai vu votre annonce dans le journal anglais ‘The Times’ et je suis serais intéressé par votre offre d’emploi. Vous verrez bien que je suis anglais. Mes connaissances de la langue française sont pourtant assez bonnes et, bien entendu, j’ai envie de les améliorer afin de découvrir les plaisirs culturels (et gastronomiques) de la France. En plus je pourrais ainsi élargir mon esprit et connaître d’autres gens et une autre culture. Je suis actif, sociable et travailleur. J’adore également voyager et parler avec d’autres gens. Etant sportif, je suis en bonne santé. Grâce à un stage de trois semaines que j’ai déjà effectué dans un hôtel renommé qui s’appelle Sopwell House, j’ai récolté bon nombre d’expériences pratiques et utiles. Par exemple, j’ai passé quelques jours à travailler dans le restaurant où j’ai eu l’occasion de servir des clients célèbres tels que Wayne Rooney (qui a commandé un steak frites avec du ketchup) et Angelina Jolie qui n’a pris qu’une pomme et une carotte. Avant de travailler dans le restaurant, j’étais dans la cuisine, où j’ai lavé et épluché des légumes. Après avoir passé quelques jours dans le restaurant, j’ai travaillé avec le service de nettoyage et j’ai rangé les chambres. Je viens de terminer un stage comme maître-nageur dans un club sportif privé.
Zap reader • Paste some of the above text into zap reader and see what happens • You can also use the online teleprompter here: http://www.easyprompter.com/
‘Logic’ starter A F B cinema C D HE G There’s a bakers to the left of the station Opposite the sports shop, there’s a butchers The station is to the left of the butchers The cinema is opposite the station The music shop is to the left of the cinema The bookshop is next to the bakers, on the left The tourist office is also next to the music shop All descriptions are as we’re looking at it Answer A= bookshop B= bakers C=station D=butchers E= tourist office F= music shop G= cinema H=sports shop 1 minute!
GCSE Speaking Tips from the student room
GCSE Speaking Tips Build gradually Grade D/C: Prepare with a bank of core questions (about 15 ?) (but must be flexible) Grade B/A/A* use the core questions and encourage extended answers Ensure coverage of 3 tenses, time tags and conditional Lots of peer assessment Use FLA, parent helpers, sixth formers to help the pupils- plenty of 1 to 1and small group practice Relentless drilling of AVOCADO and 6Ws Spontaneity and target language – (not just “et vous, madame?”) Keep the task simple but ensure it gives the more able scope to show off Get the pupils to practice with prompt cards, flashcards, snakes and ladders style games Train the pupils to ask the questions and do group learning Careful use of prompt sheets – a valuable resource Presentations don’t really show examiner what pupils can really do Use Popplet to practice ( see next slide) Pupils can record themselves, use prompt cards e.g. quizlet etc Ma villequizlet (part 1 around grade C): http://quizlet.com/26983558/flashcards
http://popplet.com/app/index.php#/460907 http://popplet.com/app/index.php#/483993Traumhaus- Berufe
GCSE Reading Tips Do it as you go along; But ‘blitz’ from Feb of y11 Onscreen textbooks are good e.g. Edexcel Active Teach Lots of revision workbooks are available Chunk the questions Do relevant questions to topics as you go along Do a full paper in trial exam and from March y11 – Allow time for Instant feedback in the lesson + time to recap & review; A short reading extract makes a good starter Quiz format is good – use Barryfunenglish + tools for a scoreboard Try wheeldecide to put keywords into a spinner- http://wheeldecide.com see also sandfields interactive resources
Don’t waste time copying vocabulary Brainstorm it Test it Use it Quiz it Context is the key
Listening & Reading • Lots of work on synonyms, • Lots of work on negatives etc • Positive or negative – put post-it phrases into columns on the board / use IWB Mon profd’histoireesttrop strict. Il esttoujours de mauvaisehumeur Par contre, j’ai un bon prof de maths. Il est strict on rigoleaussidanssescours. Tense search – look for clues: avant/ ; maintenant; plus tard, dansl’avenir
Same or different? A starter idea – can be modified to suit the topic 1) Ma villeestlaideElle n’est pas jolie 1) Il y a beaucoup de chosesà faire pour les jeunesIl y a trèspeu pour les jeunes 1) Je ne vaisjamais au cinémaJe vais au cinémaunefois par an 1) Les restaurants sontchersIl fautavoir beaucoup d’argent pour aller aux restaurants 1) Il n’y a plus de bibliothèquela bibliothèque a ferméily a deuxans 1) Je n’aime pas faire les courses avec ma mèreFaire des achats avec mes parents, cela ne me plaît pas
GCSE Listening Tips Don’t ignore listening skills Short chunks Initially - Show listening as transcript; do it as a reading Pause and repeat, Pause and predict the extract Prepare and pre-empt the areas of difficulty Groups – team competition Teach and practise word families: chômagechômeur Chaud chauffer chauffagechaleur Rouge rougir Customize your own exams e.g. https://www.examwizard.co.uk/
Listening & Reading question types picture-vocab match Find 5 correct statements (out of 8) Summary; paraphrase (‘headline’ summary, who says what etc) Gap-fill Multiple choice comprehension Tense recognition Understanding for/ against arguments Traditional comprehension -answers in English Listening Extract 1- personal info Listening 2 - uniform Listening 3 - hobbies
List 5 correct facts Substitute Vrai/faux Gap-fill Reorder – textivate Top/tail Convert Je to il Grammar analysis Comparison work
http://www.frenchexams.org/gcse/2009/listen ing/higher/index.htm
Continuity Target language Mix of creativity and cramming Plenty of formal & informal testing Good quality A4L: feedback & follow-up Review and recap Theme and variations Well-planned, well-structured varied lessons From Feb of y11 – focus on L & R papers Lots of exam questions along the way Past papers in chunks D/C interventions A/A* interventions Les secrets du succès
Watch and see how much you can remember http://starwars.com/play/online-activities/crawl-creator/
Tagxedowordle
Building from KS3 Don’t take anything for granted Insist they learn grammar &vocab from the start – regular mini tests Clear SOW with milestones and assessment points Give them the assessment criteria and refer to them frequently Teachers must read Examiner’s Reports Well-organised notes: draft- redraft -final Selected L & R questions – topic –linked – make it active Show past papers early and practise questions regularly Give frequent model answers at Grade C, B A/A* - but make it interactive GCSE MFL KEYS TO SUCCESS
Encouraging independence Brainsbooksbuddyboss* •Dictionary duel •Find x words in 2 minutes on the topic:- the team with the most wins • Beat the Teach- 1 point if you have it and the teacher has it • 2 points if you have it and the teacher doesn’t •Common errors – wear / where; there/ their; Bowl/ Bowel •Phonics – teacher says a word – 2 pupils race to find the word •Check the part of speech – teacher reads a word e.g. Travail pupils look it up and find which part of speech it is (also: Fatigué, fatigant) •false friends hunt – pupils chase as many as possible – librairie, blessé, retard, bras, professeur, collège, demander, commander, gentil, crayon, rester, sale Dictionaries????? What’s wrong here? J’ai haricot au cinéma
AVOCADO Adjectives Verbs Opinions & Justification Connectives Adverbs Descriptions Originality & Interest (+ qualifiers & intensifiers) (Variety, tenses) (conjunctions) (time expressions, frequency & sequencing) (adj endings/ agreement, SACLAD -size, appearance, character, likes, activities, dislikes)
“Charles, please provide fresh cucumber, orange juice, Daily Express and The Times, ……& make sure you bring IVY” Connectives & conjunctions Past Present Future Conditional Opinions & justification Detail and extend Accuracy Time-’tags’ & make sure you bring Interest & variety
You’re never too old for a Zondle game http://www.zondle.com/cdl.aspx?qp=171151&a=268
6Ws: Who what when where why what is/was it like? AVOCADO Model answers at Grade C, B A/A* Access to correct grammar notes and topic vocabulary Exam board’s core vocab sheets time phrases: weave into everything from the start Syllabus summary – assessment schedule Access to grammar Access to ‘star’ phrases, & structures WOW! phrases (see handout) Past Paper Questions False friends lists – great for L & R exercises Regular learning and testing on the above Revision mats, cereal packets, quiz-cards, displays, take-away menu Helpful displays + revision & grammar placemats - make these or see MFL Sunderland resources: http://www.sunderlandschools.org/mfl-sunderland/resources-fr-ks4-wks.htm What do the pupils need?
Suggestions: Amazon.de Amazon.fr TV: la grille des ĂŠmissions Cinema + Rouen+ programme Subway Belgique McDonalds France Subway France Pizzas `a emporter Using Authentic materials www.allocine.fr
A* Phrases in French Activity: Make up similar lists for German and Spanish Si j’étais riche, je … Pour + inf Afin de+ inf Après avoir/ après être + pp Avant de + inf Reflexive verbs Use nous / on instead of the eternal ‘je’ Avant, j’habitais/ j’aimais…. maismaintenant Plus tardj’habiteraipeut-être… Venir de Avoirenvie de Avoirhorreur de Avoirpeur de Modal verbs je veux/ peux/dois/ Mais, par contre, pourtant Aussi = également Ainsi /donc Qui and que– used correctly Imagine! Au ciné, j’ai vu la prof qui s’appelle Mme Rollin – c’est la profque je déteste Les frites quej’aimangéesétaient délicieuses Je vaispouvoirperfectionnermonfr ançais Je me passionne pour …. Je m’intéresseà…… A selection
Timephrases–fromLangweb Activity:MakeupsimilarlistsforGermanandSpanish
See also MFL Sunderland resources: http://www.sunderlandschools.org/mfl- sunderland/resources-fr-ks4-wks.htm
Smiley face/ multiple choice voter Download from here http://verulamvle.typepad.com/vets
ability groups for some activities
ability groups for some activities
extra support CD borderline A/A* Give occasional AS questions to the high flyers Use the FLA, parents etc to help What about the D… word? Are the pupils learning or just doing? Are they making progress – this lesson and over the week Are they engaged and enjoying the lesson? Are they understanding? (use your mini-plenaries)
Correct the mistakes – collective corrections Correct each others’ Mark each others work against assessment criteria Mini whiteboards Flipcams Use authentic materials occasionally – McDonalds, online Pizza menu, James Bond, cinema programme, football results, ‘Subway’ menu Writing duel – rough paper Revision planes / helicopters Paper-toss / ‘fruit’ shoot! Post-its – quiz questions Sentence auction- 6 or 7 groups of 3. Each group has a notional sum of money to begin with – say 50 euros. Groups ‘bid’ for and buy sentences displayed one at a time. Some sentences contain mistakes and are therefore worthless. Some are correct and are even A* sentences – and so worth lots of money – say 20 euros each . The winning group is the one with the most money at the end. Fun – the pupils love it but you need to keep track of the money won/or paid out by each group.
For/ against practice [SMSC – ‘sex drugs &rockn’roll’ ] Avant / maintenant / dansl’avenir (plus tard) -  good news- bad news  Starter: grammar gym – past pres future Add a time phrase ‘Grade’ expander – give a core sentence, pupils in groups have to come up with the best and longest variation. Group writing battle – all do an exercise , groups mark each other’s and the teacher marks one; next lesson – feedback on mistakes and misconceptions
10+ Ideas for Starters 1) Unusual picture – brainstorm ideas 2) Mr Bean Youtube cartoon 3) Top 10s e.g. BARB 4) a few lines grabbed from a GCSE reading comp (linked to topic area) 5) Two or three 3 pairs of Thinking skills /logic test – same or different? e.g. a) Mon prof de maths nous fait toujoursrire b) monprof de mathsesttrèssérieux 6) Selection of 3 or 4 sentences – decide if they are Positive or Negative e.g. Il esttrop strict et, en plus, on n’apprendriendanssescours Good news bad news 7) Selection of sentences – decide if Past Present or Future? Avant nous habitionsunebanlieue 8) ‘tense’ warm up – je joue au foot + P, F + time phrase They set one for each other 9) False friend task 10) Display a sentence - Find and correct the (3-5) errors Or Display a piece of writing - Guess the grade 11) Brainstorm and generate a ‘Popplet’ spider diagram on a topic (like the one at the start)
10 ideas for ‘probing’ plenaries clock diagram with keywords linked to a topic – 1 team to get all the way round See Popplethttp://popplet.com/app/#/460907 Grids: Staircase – go up the steps, completing a set of tasks, Football grid, noughts& crosses Darts Blockbusters – see http://www.teachers-direct.co.uk/resources/quiz-busters/ Pass the fakephone, when music stops, pupils say something they have learnt Post-it quiz question or vocab item; also Coloured paper cut up as thought clouds – pupils write quiz questions or concerns and queries Quiz buzzers + ‘have I got a lesson for you’ Flipcams Teach the class password to get out of the door – Deutsch machtSpaß je me suisbienamusé 10 questions/ tasks to unlock the door Remember – the plenary should not be an afterthought- all the learning from the lesson should culminate in this – so why not show the plenary at the start and say this is your challenge A better word? Learning check, recap
Online resources for your toolbox – some of my favourites Audioboo, vokaroo, audiopal– easy online voice recorders. Voki– create a speaking avatar classtools.net– lots of great resources to use – make up vocab tests, reveal hidden picture, countdown timer to music etc Online stopwatch.com- selection of fun countdown different timers –to set 1 minute, press 1 then zero to move it 1 place left, then 0 again to move it again. Fotobabble – add audio to a photo Image chef – add short captions to a range of signs, T-Shirts, spaghetti soup etc Front Page me – add your own image to a front page of a magazine Wordle– create word clouds – great for starters. Also: Tagxedo Bubbl.us– mindmapping boxes, great for extending topic work. Poppletis also good – needs free sign up Star Wars Crawl Creator Google translate or TTS text to speech IM translator – will speak back text Easyprompter.com– displays scrolling text like a TV autocue Edexcel OLD past papers by topic http://www.frenchrevision.co.uk/edexcel/index.htm
Play the Plenary Blockbusters quiz How much did you learn? http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters- game.aspx?game_id=79571 Aim: connect 2 sides of the board for your team, red or blue
Your homework: Discuss & share key ideas with the dept back at school make a revision placemat Or a take-away ‘grammar’ menu Include the following Time-expressions key grammar star expressions & constructions jon.meier@verulam.herts.sch.uk

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Adding value in MFL GCSE

  • 1.
    Š Herts forLearning Ltd L O Show how you can be Outstanding Add fizz and sparkle to your lessons Engage, enthuse, motivate pupils Ensure Progress NQT Adding to your MFL teaching toolbox at KS4 Jon Meier (Verulam School, St Albans)
  • 2.
    Verulam • All abilityboys’ school • GCSE June 2013: 140 entered • A*-C: French – 83%, German- 93%, Spanish- 100% • Average 91%
  • 3.
    Show you meanbusiness Get them on your side Behaviour is the key Exam focus & grade awareness
  • 5.
    What makes asuccessful GCSE lesson? Discussion – 5 mins Clear objectives Pupils go out ‘buzzing’ with a real sense of achievement Relevance Progress Enjoyment – pace, variety They have moved a stage further towards achieving their targets Spiral learning – building on prior knowledge All pupils feel confident and supported Pupils have played an active part in the lesson and have not just been ‘leaking bottles’ They enjoy, respect and have confidence in the teaching End
  • 6.
    Controlled Assessment –Writing Top Tips Clear task, but not over prescriptive Task must not be too original or unconventional e.g. write a letter to a hotel in France/Spain Germany applying for a summer job. You could include the following: •Why you are interested in working in the hotel •Your qualities and character •Previous relevant experience •When you can start •The type of work you’d like to do •Ask about times, days off / local amenities
  • 7.
    GCSE Writing tips •Build confidence & complexity and link to speaking, reading and listening skills • Ensure plenty of mini paragraph practice along the way. Draft 1 2 & 3 • Show them the mark scheme • Give them practice tasks with the mark scheme • Self and peer assessment (see handout) • Use model answers at different grades (see handout) • Use display work as models – collective memory / running dictation tasks • Practise - Paragraphing , neatness, spacing & use of prompt sheets
  • 10.
    How do weuse model answers? You have a piece of writing at Grade C – no mistakes but it’s very basic - What do you do with it? Option A- Put clues round the room and get them to work in teams Option B- Put groups in charge of different areas: e.g. Tenses 6Ws Connectives & conjunctions Time tags Opinions and Justification Option C- Show them an improved version – do messenger & scribe Option D- - show an improved version - See how much they can remember Option E- gap fill version (with/ without support) Option F- Group writing – Having been through improvements & notes taken, all do a version collaboratively in groups but competing against other groups. Teacher takes one in from each group, at random and marks it before the end of lesson. Points & winners allocated. End
  • 11.
    Bonjour je m’appelleHenry Meadows et je voudrais travailler dans l’hôtel Splendide en été. J’ai vu votre annonce sur le site ‘jobetudiant.net’ J’ai dix-sept ans, j’habite en Angleterre près de Londres et j’étudie le français depuis cinq ans. Je ne parle pas très bien et je voudrais améliorer mon français Je suis actif, sociable, et travailleur. Je suis en bonne santé. Pour mon stage en enterprise j’ai travaillé dans un hôtel qui s’appelle Sopwell House. J’ai travaillé dans l’hôtel pendant trois semaines. J’étais dans la cuisine, dans le restaurant, à la reception et j’ai nettoyé les chambres. J’ai beaucoup d’expérience et j’espère que vous pouvez trouver quelque chose pour moi. Est-ce qu’il y a une piscine dans l’hôtel? Est-ce que je peux dormir dans l’hôtel ou dans la ville? Merci et au revoir. Grade C
  • 12.
    Monsieur J’ai vu votreannonce dans le journal anglais ‘The Times’ et je suis serais intéressé par votre offre d’emploi. Vous verrez bien que je suis anglais. Mes connaissances de la langue française sont pourtant assez bonnes et, bien entendu, j’ai envie de les améliorer afin de découvrir les plaisirs culturels (et gastronomiques) de la France. En plus je pourrais ainsi élargir mon esprit et connaître d’autres gens et une autre culture. Je suis actif, sociable et travailleur. J’adore également voyager et parler avec d’autres gens. Etant sportif, je suis en bonne santé. Grâce à un stage de trois semaines que j’ai déjà effectué dans un hôtel renommé qui s’appelle Sopwell House, j’ai récolté bon nombre d’expériences pratiques et utiles. Par exemple, j’ai passé quelques jours à travailler dans le restaurant où j’ai eu l’occasion de servir des clients célèbres tels que Wayne Rooney (qui a commandé un steak frites avec du ketchup) et Angelina Jolie qui n’a pris qu’une pomme et une carotte. Avant de travailler dans le restaurant, j’étais dans la cuisine, où j’ai lavé et épluché des légumes. Après avoir passé quelques jours dans le restaurant, j’ai travaillé avec le service de nettoyage et j’ai rangé les chambres. Je viens de terminer un stage comme maître-nageur dans un club sportif privé.
  • 13.
    Zap reader • Pastesome of the above text into zap reader and see what happens • You can also use the online teleprompter here: http://www.easyprompter.com/
  • 14.
    ‘Logic’ starter A F B cinema C D HEG There’s a bakers to the left of the station Opposite the sports shop, there’s a butchers The station is to the left of the butchers The cinema is opposite the station The music shop is to the left of the cinema The bookshop is next to the bakers, on the left The tourist office is also next to the music shop All descriptions are as we’re looking at it Answer A= bookshop B= bakers C=station D=butchers E= tourist office F= music shop G= cinema H=sports shop 1 minute!
  • 15.
    GCSE Speaking Tips fromthe student room
  • 16.
    GCSE Speaking Tips Buildgradually Grade D/C: Prepare with a bank of core questions (about 15 ?) (but must be flexible) Grade B/A/A* use the core questions and encourage extended answers Ensure coverage of 3 tenses, time tags and conditional Lots of peer assessment Use FLA, parent helpers, sixth formers to help the pupils- plenty of 1 to 1and small group practice Relentless drilling of AVOCADO and 6Ws Spontaneity and target language – (not just “et vous, madame?”) Keep the task simple but ensure it gives the more able scope to show off Get the pupils to practice with prompt cards, flashcards, snakes and ladders style games Train the pupils to ask the questions and do group learning Careful use of prompt sheets – a valuable resource Presentations don’t really show examiner what pupils can really do Use Popplet to practice ( see next slide) Pupils can record themselves, use prompt cards e.g. quizlet etc Ma villequizlet (part 1 around grade C): http://quizlet.com/26983558/flashcards
  • 17.
  • 18.
    GCSE Reading Tips Doit as you go along; But ‘blitz’ from Feb of y11 Onscreen textbooks are good e.g. Edexcel Active Teach Lots of revision workbooks are available Chunk the questions Do relevant questions to topics as you go along Do a full paper in trial exam and from March y11 – Allow time for Instant feedback in the lesson + time to recap & review; A short reading extract makes a good starter Quiz format is good – use Barryfunenglish + tools for a scoreboard Try wheeldecide to put keywords into a spinner- http://wheeldecide.com see also sandfields interactive resources
  • 19.
    Don’t waste timecopying vocabulary Brainstorm it Test it Use it Quiz it Context is the key
  • 20.
    Listening & Reading •Lots of work on synonyms, • Lots of work on negatives etc • Positive or negative – put post-it phrases into columns on the board / use IWB Mon profd’histoireesttrop strict. Il esttoujours de mauvaisehumeur Par contre, j’ai un bon prof de maths. Il est strict on rigoleaussidanssescours. Tense search – look for clues: avant/ ; maintenant; plus tard, dansl’avenir
  • 21.
    Same or different? Astarter idea – can be modified to suit the topic 1) Ma villeestlaideElle n’est pas jolie 1) Il y a beaucoup de chosesà faire pour les jeunesIl y a trèspeu pour les jeunes 1) Je ne vaisjamais au cinémaJe vais au cinémaunefois par an 1) Les restaurants sontchersIl fautavoir beaucoup d’argent pour aller aux restaurants 1) Il n’y a plus de bibliothèquela bibliothèque a ferméily a deuxans 1) Je n’aime pas faire les courses avec ma mèreFaire des achats avec mes parents, cela ne me plaît pas
  • 22.
    GCSE Listening Tips Don’tignore listening skills Short chunks Initially - Show listening as transcript; do it as a reading Pause and repeat, Pause and predict the extract Prepare and pre-empt the areas of difficulty Groups – team competition Teach and practise word families: chômagechômeur Chaud chauffer chauffagechaleur Rouge rougir Customize your own exams e.g. https://www.examwizard.co.uk/
  • 23.
    Listening & Readingquestion types picture-vocab match Find 5 correct statements (out of 8) Summary; paraphrase (‘headline’ summary, who says what etc) Gap-fill Multiple choice comprehension Tense recognition Understanding for/ against arguments Traditional comprehension -answers in English Listening Extract 1- personal info Listening 2 - uniform Listening 3 - hobbies
  • 24.
    List 5 correctfacts Substitute Vrai/faux Gap-fill Reorder – textivate Top/tail Convert Je to il Grammar analysis Comparison work
  • 25.
  • 26.
    Continuity Target language Mix ofcreativity and cramming Plenty of formal & informal testing Good quality A4L: feedback & follow-up Review and recap Theme and variations Well-planned, well-structured varied lessons From Feb of y11 – focus on L & R papers Lots of exam questions along the way Past papers in chunks D/C interventions A/A* interventions Les secrets du succès
  • 28.
    Watch and see howmuch you can remember http://starwars.com/play/online-activities/crawl-creator/
  • 29.
  • 30.
    Building from KS3 Don’ttake anything for granted Insist they learn grammar &vocab from the start – regular mini tests Clear SOW with milestones and assessment points Give them the assessment criteria and refer to them frequently Teachers must read Examiner’s Reports Well-organised notes: draft- redraft -final Selected L & R questions – topic –linked – make it active Show past papers early and practise questions regularly Give frequent model answers at Grade C, B A/A* - but make it interactive GCSE MFL KEYS TO SUCCESS
  • 31.
    Encouraging independence Brainsbooksbuddyboss* •Dictionary duel •Findx words in 2 minutes on the topic:- the team with the most wins • Beat the Teach- 1 point if you have it and the teacher has it • 2 points if you have it and the teacher doesn’t •Common errors – wear / where; there/ their; Bowl/ Bowel •Phonics – teacher says a word – 2 pupils race to find the word •Check the part of speech – teacher reads a word e.g. Travail pupils look it up and find which part of speech it is (also: Fatigué, fatigant) •false friends hunt – pupils chase as many as possible – librairie, blessé, retard, bras, professeur, collège, demander, commander, gentil, crayon, rester, sale Dictionaries????? What’s wrong here? J’ai haricot au cinéma
  • 32.
    AVOCADO Adjectives Verbs Opinions & Justification Connectives Adverbs Descriptions Originality& Interest (+ qualifiers & intensifiers) (Variety, tenses) (conjunctions) (time expressions, frequency & sequencing) (adj endings/ agreement, SACLAD -size, appearance, character, likes, activities, dislikes)
  • 33.
    “Charles, please providefresh cucumber, orange juice, Daily Express and The Times, ……& make sure you bring IVY” Connectives & conjunctions Past Present Future Conditional Opinions & justification Detail and extend Accuracy Time-’tags’ & make sure you bring Interest & variety
  • 34.
    You’re never tooold for a Zondle game http://www.zondle.com/cdl.aspx?qp=171151&a=268
  • 35.
    6Ws: Who whatwhen where why what is/was it like? AVOCADO Model answers at Grade C, B A/A* Access to correct grammar notes and topic vocabulary Exam board’s core vocab sheets time phrases: weave into everything from the start Syllabus summary – assessment schedule Access to grammar Access to ‘star’ phrases, & structures WOW! phrases (see handout) Past Paper Questions False friends lists – great for L & R exercises Regular learning and testing on the above Revision mats, cereal packets, quiz-cards, displays, take-away menu Helpful displays + revision & grammar placemats - make these or see MFL Sunderland resources: http://www.sunderlandschools.org/mfl-sunderland/resources-fr-ks4-wks.htm What do the pupils need?
  • 38.
    Suggestions: Amazon.de Amazon.fr TV: la grilledes ĂŠmissions Cinema + Rouen+ programme Subway Belgique McDonalds France Subway France Pizzas `a emporter Using Authentic materials www.allocine.fr
  • 43.
    A* Phrases inFrench Activity: Make up similar lists for German and Spanish Si j’étais riche, je … Pour + inf Afin de+ inf Après avoir/ après être + pp Avant de + inf Reflexive verbs Use nous / on instead of the eternal ‘je’ Avant, j’habitais/ j’aimais…. maismaintenant Plus tardj’habiteraipeut-être… Venir de Avoirenvie de Avoirhorreur de Avoirpeur de Modal verbs je veux/ peux/dois/ Mais, par contre, pourtant Aussi = également Ainsi /donc Qui and que– used correctly Imagine! Au ciné, j’ai vu la prof qui s’appelle Mme Rollin – c’est la profque je déteste Les frites quej’aimangéesétaient délicieuses Je vaispouvoirperfectionnermonfr ançais Je me passionne pour …. Je m’intéresseà…… A selection
  • 44.
  • 45.
    See also MFLSunderland resources: http://www.sunderlandschools.org/mfl- sunderland/resources-fr-ks4-wks.htm
  • 46.
    Smiley face/ multiple choicevoter Download from here http://verulamvle.typepad.com/vets
  • 47.
    ability groups forsome activities
  • 48.
    ability groups forsome activities
  • 49.
    extra support CD borderline A/A* Giveoccasional AS questions to the high flyers Use the FLA, parents etc to help What about the D… word? Are the pupils learning or just doing? Are they making progress – this lesson and over the week Are they engaged and enjoying the lesson? Are they understanding? (use your mini-plenaries)
  • 50.
    Correct the mistakes– collective corrections Correct each others’ Mark each others work against assessment criteria Mini whiteboards Flipcams Use authentic materials occasionally – McDonalds, online Pizza menu, James Bond, cinema programme, football results, ‘Subway’ menu Writing duel – rough paper Revision planes / helicopters Paper-toss / ‘fruit’ shoot! Post-its – quiz questions Sentence auction- 6 or 7 groups of 3. Each group has a notional sum of money to begin with – say 50 euros. Groups ‘bid’ for and buy sentences displayed one at a time. Some sentences contain mistakes and are therefore worthless. Some are correct and are even A* sentences – and so worth lots of money – say 20 euros each . The winning group is the one with the most money at the end. Fun – the pupils love it but you need to keep track of the money won/or paid out by each group.
  • 51.
    For/ against practice[SMSC – ‘sex drugs &rockn’roll’ ] Avant / maintenant / dansl’avenir (plus tard) -  good news- bad news  Starter: grammar gym – past pres future Add a time phrase ‘Grade’ expander – give a core sentence, pupils in groups have to come up with the best and longest variation. Group writing battle – all do an exercise , groups mark each other’s and the teacher marks one; next lesson – feedback on mistakes and misconceptions
  • 52.
    10+ Ideas forStarters 1) Unusual picture – brainstorm ideas 2) Mr Bean Youtube cartoon 3) Top 10s e.g. BARB 4) a few lines grabbed from a GCSE reading comp (linked to topic area) 5) Two or three 3 pairs of Thinking skills /logic test – same or different? e.g. a) Mon prof de maths nous fait toujoursrire b) monprof de mathsesttrèssérieux 6) Selection of 3 or 4 sentences – decide if they are Positive or Negative e.g. Il esttrop strict et, en plus, on n’apprendriendanssescours Good news bad news 7) Selection of sentences – decide if Past Present or Future? Avant nous habitionsunebanlieue 8) ‘tense’ warm up – je joue au foot + P, F + time phrase They set one for each other 9) False friend task 10) Display a sentence - Find and correct the (3-5) errors Or Display a piece of writing - Guess the grade 11) Brainstorm and generate a ‘Popplet’ spider diagram on a topic (like the one at the start)
  • 53.
    10 ideas for‘probing’ plenaries clock diagram with keywords linked to a topic – 1 team to get all the way round See Popplethttp://popplet.com/app/#/460907 Grids: Staircase – go up the steps, completing a set of tasks, Football grid, noughts& crosses Darts Blockbusters – see http://www.teachers-direct.co.uk/resources/quiz-busters/ Pass the fakephone, when music stops, pupils say something they have learnt Post-it quiz question or vocab item; also Coloured paper cut up as thought clouds – pupils write quiz questions or concerns and queries Quiz buzzers + ‘have I got a lesson for you’ Flipcams Teach the class password to get out of the door – Deutsch machtSpaß je me suisbienamusé 10 questions/ tasks to unlock the door Remember – the plenary should not be an afterthought- all the learning from the lesson should culminate in this – so why not show the plenary at the start and say this is your challenge A better word? Learning check, recap
  • 54.
    Online resources foryour toolbox – some of my favourites Audioboo, vokaroo, audiopal– easy online voice recorders. Voki– create a speaking avatar classtools.net– lots of great resources to use – make up vocab tests, reveal hidden picture, countdown timer to music etc Online stopwatch.com- selection of fun countdown different timers –to set 1 minute, press 1 then zero to move it 1 place left, then 0 again to move it again. Fotobabble – add audio to a photo Image chef – add short captions to a range of signs, T-Shirts, spaghetti soup etc Front Page me – add your own image to a front page of a magazine Wordle– create word clouds – great for starters. Also: Tagxedo Bubbl.us– mindmapping boxes, great for extending topic work. Poppletis also good – needs free sign up Star Wars Crawl Creator Google translate or TTS text to speech IM translator – will speak back text Easyprompter.com– displays scrolling text like a TV autocue Edexcel OLD past papers by topic http://www.frenchrevision.co.uk/edexcel/index.htm
  • 55.
    Play the PlenaryBlockbusters quiz How much did you learn? http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters- game.aspx?game_id=79571 Aim: connect 2 sides of the board for your team, red or blue
  • 56.
    Your homework: Discuss &share key ideas with the dept back at school make a revision placemat Or a take-away ‘grammar’ menu Include the following Time-expressions key grammar star expressions & constructions jon.meier@verulam.herts.sch.uk