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![Powerpoint Templates Page 6
“The changing landscape of languages” OfSTED (2004-2008)
“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.”
“A further hindrance to speaking fluently was that sound-
spelling links not been taught well.”
“...it was much rarer for reading or listening to be used to
stimulate discussion and communicative activities.”
‘When required to speak at greater length or in new
situations, ...accuracy and fluency deteriorate, partly because
[the] grasp of structure is usually less secure than [the]
retention of vocabulary.’](https://image.slidesharecdn.com/rastrick-speakingsession-141103105419-conversion-gate01/75/Rastrick-speaking-session-6-2048.jpg)
Uploaded byIsabelle Jones
Rastrick speaking session
This document outlines strategies for developing speaking skills in the foreign language classroom through the use of target language, structured speaking activities, and technology. It establishes the importance of effective target language use and considers a range of activities to enhance speaking, such as role plays, interviews, and debates. It also evaluates how information and communication technologies, like online tools and recording software, can be used to motivate students and develop oral proficiency. Sample speaking activities are provided along with examples of how technology could enhance activities. The document provides resources for teachers to plan targeted speaking practice and assess student progress.
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- 1. Powerpoint Templates Page1Powerpoint Templates Target Language, Speaking Activities & Using Technology to Develop Oracy in the MFL Classroom Isabelle Jones Alderley Edge School for Girls http://isabellejones.blogspot.com @icpjones
- 2. Powerpoint Templates Page2 Aims • Establish a rationale for effective use of TL in class • Consider a range of activities to enhance speaking skills • Evaluate the use of ICT tools to develop oracy in the MFL classroom
- 3. Powerpoint Templates Page3 • Beyond the policy: define content • Develop positive attitudes • Build in progress • Aim for consistency • Encourage risk-taking Target Language?
- 4. Powerpoint Templates Page4 • Achievement and Challenge, OFSTED, January 2011 • Achievement at GCSE and KS4 uptake • Language learners’ self-image and confidence (impact on motivation) • Personal belief Why Speaking?
- 5. Powerpoint Templates Page5 • Student use of Target Language in class • Structured speaking activities • Spontaneous talk in and out of the MFL classroom Different types of Speaking?
- 6. Powerpoint Templates Page6 “The changing landscape of languages” OfSTED (2004-2008) “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.” “A further hindrance to speaking fluently was that sound- spelling links not been taught well.” “...it was much rarer for reading or listening to be used to stimulate discussion and communicative activities.” ‘When required to speak at greater length or in new situations, ...accuracy and fluency deteriorate, partly because [the] grasp of structure is usually less secure than [the] retention of vocabulary.’
- 7. Powerpoint Templates Page7 • Give detailed information • Express personal opinions • Justify points of view • Use more developed sentences • Increase the number of exchanges in a conversation • Use a range of vocabulary and structures • Use time references • Refer to past, present or future Speaking targets
- 8. Powerpoint Templates Page8 Key strategies to enhance Speaking *Teaching sound-written patterns (phonics) *Systematically practising language- enhancing structures *Providing opportunities for planned & unplanned talk *Focusing on key structures and verbs in different tenses *Catering for a wide range of preferred learning styles *Using technology to motivate & record interactions or Individual speaking work
- 9. Powerpoint Templates Page9 Becoming more Fluent Developing your Memory Improving your Pronunciation Asking questions Sentence- building Spontaneous responses With thanks to Lucy Hadfield and Rachel Hawkes
- 10. Powerpoint Templates Page10 • Teacher use of the Target Language • Opportunities for students to speak the language for a real purpose • Safe environment for speaking • Pronunciation and student confidence: for or against choral repetition? • Something to aim for: Group Talk http://www.teachfind.com/teachers-tv/mfl-implem
- 11. Powerpoint Templates Page11 • Phonics What about pronunciation?
- 12. Powerpoint Templates Page12 Je ne vais pas gaspiller l’électricité et l’eau.
- 13. Powerpoint Templates Page13 • Rebus http://www.rebus-o-matic.com/index.php What about pronunciation?
- 14. Powerpoint Templates Page14 Le Rap J’ai un chat, Hannibal. Tu as un animal? Elle a un chien. Nous avons un lapin. Vous avez des lions? Elles ont deux serpents longs Et des poissons. What about pronunciation?
- 15. Powerpoint Templates Page15 Le Rap J’ai un chat, Hannibal. Tu as un animal? Elle a un chien. Nous avons un lapin. Vous avez des lions? Elles ont deux serpents longs Et des poissons. What about pronunciation?
- 16. Powerpoint Templates Page16 1. Describe and draw 9. Taboo 2. Spot the difference 10. Battleships 3. Quiz quiz trade 11. Mini presentations 4. Story telling 12. Chain speaking 5. Charades 13. Role play 6. Mime/Narration 14. Information gap 7. Find someone who 15. Pair dictation 8. Interviews 16. Picture narration
- 17. Powerpoint Templates Page17 17. Guess who 23. Class survey 18. Memory pairs 24. Speed dating 19. Chinese whispers 25. Puppets 20. Verbal tennis 26. Question/song of the day 21. Mind reading 27. Use visitors to introduce themselves to the class. 22. Noughts and crosses
- 18. Powerpoint Templates Page18 1.¿Qué es la fecha de hoy? 2.¿Qué tiempo hace hoy? 3.¿Qué estudiamos ayer? “Hoy hace buen/mal tiempo” “Hoy llueve/hace calor/hace frío” “Hoy es ________, ____ de________” “Ayer, estudiamos…..”
- 19. Powerpoint Templates Page19 1 uno 16 dieciséis 2 dos 17 diecisiete 3 trés 18 dieciocho 4 cuatro 19 diecinueve 5 cinco 20 veinte 6 seis 21 veintiuno 7 siete 22 veintidós 8 ocho 23 veintitrés 9 nueve 24 veinticuatro 10 diez 25 veinticinco 11 once 26 veintiséis 12 doce 27 veintisiete 13 trece 28 veintiocho 14 catorce 29 veintinueve 15 quince 30 treinta “Hoy es ________, ____ de________”
- 20. Powerpoint Templates Page20 ¿Cómo te llamas? ¿Cuántos años tienes? ¿De qué color son tus ojos? ¿Cómo eres de carácter? ¿Cómo es tu pelo? ¿Qué te gusta hacer en tu tiempo libre?
- 21. Powerpoint Templates Page21 ¿Cómo eres? Me llamo Ana. Tengo quince años. Tengo los ojos verdes. Soy divertida. No soy seria. Tengo el pelo negro y liso. Me gusta bailar porque es un desafío.
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- 23. Powerpoint Templates Page23 • Naranja • Amarillo • Rosa • Morado • Marrón • Verde • Rojo • Azul Smarties Quiz!Smarties Quiz!
- 24. Powerpoint Templates Page24 Cómo contestar las preguntas:Cómo contestar las preguntas: Naranja Amarillo Rosa Morado Marrón Verde Rojo Azul ► ¿Dónde vives exáctamente?¿Dónde vives exáctamente? ► ¿Te gusta dónde vives?¿Te gusta dónde vives? ► ¿Por qué (no) te gusta tu casa?¿Por qué (no) te gusta tu casa? ► ¿Cuántos cuartos hay en tu casa en total?¿Cuántos cuartos hay en tu casa en total? ► ¿Cuántos cuartos hay arriba?¿Cuántos cuartos hay arriba? ► ¿Dónde preferirías vivir?¿Dónde preferirías vivir? ► ¿Qué tipo de casa te gustarías tener?¿Qué tipo de casa te gustarías tener? ► ¿Desde hace cuándo vives en tu casa?¿Desde hace cuándo vives en tu casa?
- 25.
- 26. Powerpoint Templates Page26 LosLos luneslunes LosLos luneslunes Una vezUna vez porpor semanasemana Una vezUna vez porpor semanasemana TodosTodos loslos díasdías TodosTodos loslos díasdías LosLos martesmartes LosLos martesmartes LosLos finesfines dede semanasemana LosLos finesfines dede semanasemana DosDos vecesveces porpor semansemanaa DosDos vecesveces porpor semansemanaa LosLos fines defines de semanasemana LosLos fines defines de semanasemana TodosTodos loslos díasdías TodosTodos loslos díasdías TodosTodos loslos díasdías TodosTodos loslos díasdías CHALLENGE: can you include time?
- 27. Powerpoint Templates Page27 Battleships – el lunes + activity el día la actividad lunes martes miércoles jueves viernes sábado domingo
- 28. Powerpoint Templates Page28 Think of a question you have learned in Spanish so far….. 1.Write it on the post-it with the answer too. 2.Walk around the room, when the music stops ask the closest person to you the question. swap papers. 3.When the music starts again, continue moving around the room.
- 29.
- 30. Powerpoint Templates Page30 Pair prediction
- 31. Powerpoint Templates Page31 Me despierto Me levanto Me ducho Me peino Voy al institutodesayuno Hago mis deberesMe visto Veo la televisión ceno Me lavo los dientes Me acuesto
- 32. Powerpoint Templates Page32 What is the best excuse for not doing your homework?
- 33. Powerpoint Templates Page33 Tengo que pasear al perro No tengo tiempo Tengo que lavarme el pelo Tengo que hacer mis deberes Tengo que ordenar mi dormitorio No quiero. No tengo dinero
- 34. Powerpoint Templates Page34© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. ir de vacaciones ¿Adónde? ¿Con quién? ¿Cuándo? ¿Cómo? ¿Cuánto tiempo? ¿Adónde? ¿Qué? Allimagesfromwww.openclipart.org
- 35. Powerpoint Templates Page35 Francia Japón Brazil fuí aEl verano pasado El invierno pasado El año pasado fuímos en avión a pie barco para por el día tomé el sol descansé visité monumentos una semana quince días un mes bailé mandé mensajes saque fotos Y por la noche con mi familia mis amigos mi profesor Lo pasé bomba bien mal
- 36. Powerpoint Templates Page36 Word in a bag – explain it to the group. Dice games: 1 dice represents pronouns, second dice represents verbs or tenses. Write an unknown word on the board: pupils ask questions to find out what it means. Guessing game: In pairs, one pupil has a card with a word on a topic, the partner has to ask questions about it to work out what it is e.g. an item of lost property, a job, a famous person etc. TV programme: turn off the sound and pupils provide the dialogue or use future tense by asking what will happen next. Balloon debate: Who gets thrown out first? Cluedo: Who did it? – in groups (with a time limit) pupils come up with either: a) the most excuses b) the most creative excuse / alibi What level??
- 37. Powerpoint Templates Page37 Throw the ball: Differentiated questions and responses. Build it up: Go round the class or back and forth (in pairs): pupils add a detail to a sentence to make it longer e.g. je joue, je joue au tennis, je joue au tennis avec John etc. Link it: Link key phrases and grammar points to different topics when teaching it e.g. je n’ai pas de frères and ask pupils to come up with other nouns to replace frères. Opinions: Put key higher level phrases in an envelope and pupils in groups. One person rolls the dice e.g. 5 and takes out 5 phrases from the envelope e.g. parce que / weil, je pense que / ich denke, dass, etc. They have to answer a question using all 5 phrases. This can be made more competitive e.g. rolling a 6 = nominate someone else to do your turn. Sounds: in pairs or alone, pupils find as many words as they can with particular sounds. (they could be searching for rhyming words too)
- 38. Powerpoint Templates Page38 Structured Listening => Planned Talk Listening and Speaking?
- 39. Powerpoint Templates Page39 Unplanned Talk ¿Cómo se llaman? ¿Dónde están? ¿Qué hacen? ¿Qué va a pasar? Speaking and embedding grammar
- 40. Powerpoint Templates Page40 Use Puppets for TALK Provide simple structures: Pick and Mix Improve outcome: NUDEPIGS Feeling self-conscious?
- 41. Powerpoint Templates Page41 Toy Telephones Feeling self-conscious?
- 42. Powerpoint Templates Page42 Motivate and Record Talk http://www.easi-speak.org.uk/ http://audacity.sourceforge. net/ http://www.voki.com Ppt recording function
- 43. Powerpoint Templates Page43 Using visuals as a prompt to speaking http://www.flickr.com/ http://www.flickr.com/groups/imagestoteach languages/ set up by @aliceayel
- 44. Powerpoint Templates Page44 Using visuals as a prompt to speaking What speaking activity(ies) could you set up with this?
- 45. Powerpoint Templates Page45 My 30s dice story Raconte l’histoire du film en 30 secondes A. Le role principal 1=une petite fille 2=un SDF 3=un joueur de foot 4=une tortue 5=une danseuse 6=un chanteur de rock B. L’ événement principal 1=un spectacle 2=des vacances horribles 3=un cambriolage 4=un voyage 5=un mariage 6=une course B. Le lieu principal 1=une école 2=les Bahamas 3=un château hanté 4=un bateau de croisière 5=un stade 6=une bibliothèque Sentence-building and creativity
- 46. Powerpoint Templates Page46 ¿Qué? ¿Quién(es)? ¿Dónde? ¿Cuándo? ¿Por qué? Asking and answering questions
- 47. Powerpoint Templates Page47 Mère Pieds •Make/guess the analogy: Maison + voiture = Maison + douche = Garage Salle de bains Memory
- 48. Powerpoint Templates Page48 Evaluation and Improving 2 stars and 1 wish Speaking check lists Wikis
- 49. Powerpoint Templates Page49 Task 1: In a pair or small group, plan a sequence of speaking activities for a topic of your choice. Remember to include…
- 50. Powerpoint Templates Page50 Task 2: Explore the ICT tools and plan one or more speaking activity. How has ICT enhanced the activity?
- 51. Powerpoint Templates Page51 Examples! Low techLow tech With techWith tech
- 52. Powerpoint Templates Page52 Action! 1. Target Language1. Target Language 2. Speaking Activity2. Speaking Activity 3. Tech for Speaking3. Tech for Speaking Things to try out or do differently
- 53. Powerpoint Templates Page53Powerpoint Templates Target Language, Speaking Activities & Using Technology to Develop Oracy in the MFL Classroom Isabelle Jones Alderley Edge School for Girls http://isabellejones.blogspot.com @icpjones
Editor's Notes
- #19 Use a routine start to each class, elicit answers from pupils. In the beginning you can ask questions and choose pupil to answer, once they get more confident it can be pupil led. (I saw it in French schools and it really engaged kids, the teacher kept record of who had contributed each lesson and ones with most points at the end of the month got a mini prize)
- #21 Pupils interview each other either about own details or those of a celebrity. For lower ability groups use following slide for cues.
- #23 Follow up writing format for previous two slides
- #25 Group work-each table has a leader who picks a smarty out of a bag after all other pupils have been allocated a colour. If they answer correctly they can eat the sweet! If not the leader can. To extend the activity, there could be various questions for each colour ranging in difficulty.
- #30 Use slide to elicit theme of comparatives for 1.3 Mira 2 and quickly recap vocab/structure.
- #31 Go through characters and check everyone knows them. Do one example with class to remind them of structure “____es más______que_______”. Pupils tick image for their opinion and then talk in pairs to guess what their partner thinks, they get a point if correct!
- #32 1. Mime/narration-To be used to consolidate and drill vocab on daily routine. 2. Pupils then say/write about their own daily routine and the other pupil listens and puts images in the correct order. 3. memory pairs unit 1.4 Mira 2
- #33 Use as intro to theme of excuses on pg 30 Mira 2 2.4.
- #34 Pupils circulate the room, when music stops they invite their partner to do an activity, partner gives an excuse. Do the same vice versa then swap papers. For higher ability pupils, they can fold over the writing so they have to remember how to say the excuse in Spanish.
- #35 These slides can be used to practise numerous tenses: present, past, imperfect & future. 1. Simple Q and A format. 2. A ver si adivinas: I have mini cut outs of all the images in a bag and students have to select one place, one form of transport etc and the other student has to guess the answers.
- #36 Pupils make a note of their own answers then take it in turns to get what their partners answers are…..they have to repeat each time and start from the beginning if they get it wrong. (do demo with teacher first!!)