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Presenter: �Rachel Hawkes

ALL Sheffield�Tuesday 6 December 2022

On target for unprepared speaking

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Session overview

Part 1: research, policy and practice

Ofsted research review

New GCSE

Current practice

Ways forward

Part 2: TL case study

Part 3: Teacher and student TL use (practical activities for tomorrow)

Part 4: Next steps

Let’s have a quick look at our session overview.

[click x 2]

I will start with a bit of context, in particular looking at what the Ofsted research review has to say about teacher and student us of TL

[click]

and also the implications of the new GCSE for the ways in which we practise speaking.�[click x 2]�I’ll briefly give a bit more context to what we typically see in classrooms at the moment and some suggested ways forward.

[click]

And then I will hand on to Claire, and this is the part where you’ll all get excited! She will share with you the experience of the past couple of years as she and her colleagues have devised and embedded a target language strand in their KS3 curriculum.�[click]

Part 3 is back to me to look at a few examples of resources that I think show how a planned approach to TL use (both student and teachers’) can work really well.

[click]

Claire will conclude with some suggested next steps and we will then have some time for discussion and questions.��Let’s get started.

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Ofsted research review: languages

Teacher use of the new language…

should not make things more difficult to understand

needs very careful planning

should build systematically on pupils’ prior knowledge

can grow incrementally with learners’ progress

Student use of the new language…

is essential and there is strong evidence that it correlates with learning

requires competence and the motivation to create meaning

benefits from a conducive classroom climate

will often be less fluent, less accurate and slower when it is unrehearsed

Ofsted research review

The Ofsted languages research review makes the following points about teacher use of the target language.�[click x 2]

It should not be a barrier to learning – the example given is explaining a tricky grammar concept in the target language but this is just an example – it doesn’t mean that grammar can’t be explained in the target language – it means that the teacher needs to be sure that the language s/he uses in the classroom for all teaching – explanations, instructions, interactions – needs to be readily understood, otherwise it can overwhelm and demotivate students.

[click]

The way to have the best chance of ensuring that students understand readily is to plan our use of language very carefully

[click]

and deliberately re-use the language that students have already been taught.

[click]

This obviously means that our use of the target language can increase in line with learner’s progress.�The golden thread here is plan, plan, plan. Deliberate, careful planning. The level of detail that we can have in our schemes of work that sets out clearly what pupils have been taught when is what can inform our decisions about which language to use with students each week.

[click]

In terms of student use of the new language, the Ofsted research review proposes that it

[click]

is an essential part of practice (and use here means both comprehension and production) and cites strong evidence that it correlates with learning

[click]

We also read that students, in order to create the meaning they want (rather than relying on formulaic routines), need both the linguistic competence (i.e., a major component of which is linguistic knowledge, so the knowledge of words, how they sound and how to physically produce them, and knowledge of grammar, how to put them together) and also the motivation for ‘real speech’. A powerful motivator is the feeling of success, of being able to do something. This tends to come from retaining and being able to recall, with increasing ease in unplanned interactions, the language sounds, words and structures that have been taught.

[click]

We don’t want to underestimate the value of creating a classroom climate where appropriately planned target language use (by the teacher) leading to successful, unplanned use by the students is the norm.

[click]

And the value of everyone – teacher and students – embracing the likelihood that with beginner to intermediate learners (KS2-KS4) unplanned (or spontaneous) speaking will naturally be less fluent, less accurate and slower than rehearsed or memorised language would be, but that the struggle to retrieve language in the moment of communication is an essential step along the way, it is desirable difficulty, and it is best not to spend too much time (if any) on activities that bestow an illusion of fluency. This is not to say that memorisation activities don’t have their place (learning lines for a play, giving a prepared speech, performing a song for an assembly) – these can be of value, they nourish aspirations of fluency, enjoying the feeling of mastery of a small amount of language, developing the articulatory musculature of the new language sounds, working together with others towards a joint performance. However, the core speaking practice in the classroom will optimally require students to retrieve language from memory, using their own linguistic resources to create sentences, selecting the right structures, words and sounds.

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Towards the new GCSE

Using a defined word list supports planned target language use

Most of the new speaking exam will be unprepared interaction

Hearing and responding to teacher questions and instructions can be part of normal classroom routines

Using the new language between tasks as well as within them is central not tangential practice

‘Clear and comprehensible’ should be the aim for teachers and students

Let’s look at this from the perspective of the new GCSE.

[click]

First, the fact that students can achieve the highest grade in the new exam by using (understanding and producing words from the word list means that we can plan our TL use and that of the students to use/recycle words from the defined word list. This principle can apply at KS2, KS3 and KS4.

[click]

We know that most of the new speaking exam will be unprepared– there will be some planning time for the role play and the visual stimulus, but there will be two follow up interactions after the read aloud and the visual stimulus that are described as ‘unprepared conversation’ and ‘unprepared interaction’.

[click]

And we recognise the huge change that this represents. Many of you may have seen (or contributed to) the hilarious thread on twitter earlier this year about the current GCSE speaking exams, kicked off by this tweet. The spirit of the new GCSE Subject Content takes us a long way from this scenario. Knowing this makes it important that

[click]

hearing and responding to teacher talk in the classroom becomes part of what students normally do

[click]

As long as the language of these interactions is planned and based on prior learning of language from the wordlist, using the target language in the moments between tasks as well as in the tasks themselves is a central part of practice, not an add-on.�[click]

And we know from the GCSE Subject Content that the expectation is that students’ language production should be ‘clear and comprehensible’ – this is not the same as ‘fluent, accurate, fast, complex’. It is important to remember that speed and accuracy often decrease when speech is produced spontaneously.

This is important because it is the crucial complement to introducing the requirement for speaking to be unplanned and unrehearsed. We can have confidence that expectations for spoken proficiency are appropriately matched to the increased requirement for interactions to be unplanned. So, in the classroom, the sort of speaking we need to be practising is unplanned sentence creation, building from individual words in unrehearsed situations, and the sort of output we are aiming for is ‘clear and comprehensible’.

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Current practice

Limited TL use by teachers and students

Substantial unplanned teacher use of the TL

Variable approaches within the same lesson

The use of the TL in language teaching in this country has been a source of constant debate for longer than I can remember. We have had several pendulum swings and national initiatives that have steered one way or the other.

The result is some wildly variable practice in different schools, and in some cases, between different colleagues in the same department.�The sorts of practice we might see include:�[click]�not very much target language use at all – teachers preferring English in all situations, perhaps for classroom management reasons, or a lack of own confidence orally (many teachers end up teaching a 2^nd or 3^rd language that they might not feel secure in), believing that students don’t understand so it takes a lot longer, or

[click]�we might see substantial unplanned teacher use of the TL, which expects students to understand the gist, grasp what they are meant to do, without necessarily recognising or understanding the individual words they’re hearing. �[click]

we can also see both of these within one lesson; a scenario where the teacher begins the lesson in the TL, apparently intending to give instructions, explanations etc. in the new language, and prompting students to interact with him/her in the target language, but as the lesson progresses (sometimes, but not always, as attention reduces and behaviour slips) we then see the teacher resorting to English to reestablish the pace or momentum of the lesson.

All of these scenarios are suboptimal.

Too much unguarded, incautious, unplanned use of teacher TL can overwhelm many students, not just the ones that kick up a fuss and less us know about it. Some students react particularly vociferously (e.g., often Aspergers and other neuro-diverse learners experience the sense of overwhelm particularly keenly) but there are often students who suffer inwardly and it takes some robust student voice to draw out their discomfort. In a time-limited lesson scenario many students will expect and want to understand readily what it is they need to know and do. Processing aural language input with quantities of unknown words puts students under cognitive pressure – relying on attributes for inferencing, speedy processing, world knowledge, and common sense, that by no means all students (or the majority) in a class typically have.��Just as our approach to planning to teach phonics, vocabulary, and grammar explicitly is underpinned by the aim of levelling the playing field, so too should be our approach to using the target language.��

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Ways forward

plan it carefully, using your SOW

pare back teacher use of TL to ensure it is clear and comprehensible to our learners

deliberately use words and structures to recycle previously taught language

build TL use incrementally in step with the SOW

plan our own and students’ use of TL to develop speed of understanding and production over time

use English when there would otherwise be a barrier to learning

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Session overview

Part 1: research, policy and practice

Ofsted research review

New GCSE

Current practice

Ways forward

Part 2: TL case study

Part 3: Teacher and student TL use

Part 4: Next steps

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‘Vision without implementation is hallucination.’

Why focus on target language?

Previous practice

Pandemic 🡪 poorer speaking

Why create a discrete TL strand?

Practice 🡪 proceduralisation 🡪 automaticity

Prompt production of previously taught language

Provide support for all learners – level the playing field

Thomas Eddison

To mix up two quotations…They had a dream. As language teachers, our goal is for students to use the language we are teaching them, to understand and communicate, allowing them to meaningfully and usefully interact with others. Of course, we want them to take this beyond school. But it starts in the classroom. Claire was clear that having this dream wasn’t enough. They also needed a considered approach as to what and how they could go about moving themselves and our students towards using more of the new language in the classroom.��[click]

Claire’s motivation to focus on teacher and student use of the target language in the classroom with her new department was

[click]

Prompted by her previous practice – she worked for several years in our trust and we had a strong focus on teacher and student use of the target language (part of which she had been instrumental in developing with colleagues there)

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And also the pandemic – most of us noted that there was a particular deficit in spoken confidence following lock down, for obvious reasons

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So why create a discrete TL strand in their SOW?

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This ties into learning theory – and is underpinned by a broadly defined ‘skill acquisition’ (information processing) account of learning (DeKeyser, 2017), cognitive-interactionist perspectives on second language learning (Collins & Marsden, 2016) and classroom learning more generally (Horvath, Lodge, & Hattie, 2016). These perspectives, taken in the round, foreground the need to plan, sequence and practise language thoroughly to give learners time to establish, consolidate and automatize their knowledge of it. These theories seem more likely to hold together as an account of language learning within a very time-limited learning classroom context in which most learning is likely to be intentional, rather than incidental.

[click]

It also offers an ideal way to intentionally prompt practice of previously taught language – in the communicatively relevant scenario of classroom communication.

[click]

And additionally, as does all explicit teaching, it offers a way to level the playing field for all learners. I.e., if we just use the target language indiscriminately and require learners to infer the meaning of the input stream, which contains unfamiliar language, supported by some gestures or pictures, then the most linguistically analytical learners will manage but others will get left behind. Claire’s current school has 40% disadvantaged and 25% EAL. She was very determined to ensure that the gap was closed not widened by any departmental innovation that they introduced.

References:�Collins, L., & Marsden, E. (2016). Cognitive perspectives on classroom language learning. In G.Hall (Ed.), The Routledge Handbook of English Language Teaching [Chapter 21] (Routledge Handbooks in Applied Linguistics). Routledge.

DeKeyser, R. M. (2017). Knowledge and skill in ISLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 15–32). New York, NY: Routledge.

Horvath, J. C., Lodge, J. M., & Hattie, J. (2016). From the laboratory to the classroom: Translating science of learning for teachers. New York, NY: Routledge.

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The process of designing a TL strand to KS3 SOW

Identify communicative functions

Greetings and the register

Politeness

Obligation / prohibition

Permission

Desire

Need / Possession

Opinions

Repair strategies

Sequence the teaching (using the SOW)

Limit the quantity (3-4 items of new language)

Plan explicit teaching and practice slots of 5 minutes

Claire worked with her brilliant 2^nd in dept – they brainstormed what they and students might need to say and understand in the classroom. To put some structure to it, they identified some broad functional categories and then started to think how to put new language to these.��[click]

Greetings – for different times of day, beginning and end of lesson, responding to the register

[click]

Being polite – transactional e.g. please, thank you, asking how people are, bless you

[click]

Obligation – for giving and understanding instructions

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Permission – asking and giving

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Need – saying what you have, don’t have, need

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Opinions – initially feedback on what is happening in the lesson, later more spontaneous interaction

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Repair strategies. Troubleshooting – e.g asking for repetition, clarification, change of speed

[click]

When it came to devising the order or sequence of teaching, they cross-referenced the SOW to identify where students would be meeting some of the key verbs that we wanted to use e.g. je suis, j’ai, je peux, and sought to align them / and/or introduce them in TL after their point of first introduction in the SOW so as to minimise cognitive load and maximise potential for long-term learning through the additional practice opportunities these TL slots provide.�[click]�Limiting the quantity – they wanted to ensure this was both manageable within lesson time and for students to work with. So the aim was for no more than 3/4 bits of new language in each section, always anchored around something the students already know.

[click]

The intention is for an explicit TL teaching slot within the lesson time of about 5 mins.

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Key considerations

Deliberate recycling of high frequency verbs from the SOW

�Focus on asking questions

Re-use grammar features in classroom contexts (enfermo/a, absent(e))

�Introduction of new, high frequency verbs ahead of the SOW (il faut, hay que)

Paring the language down�

Having patience

[click]

Key implications and considerations for them were:

[click]

Deliberate recycling of high-frequency key verbs from SOW – j’ai, je suis, tengo, estoy

[click]

A focus on asking questions (in French this meant using the question types they had been taught at that point in the SOW – e.g., intonation questions, intonation questions + question words, inversion – but leaving out est-ce que until they had been taught this)

[click]

Opportunity to practise grammar elements introduced alongside these in a different context e.g adjective agreement: il est absent/elle est absente, está enfermo/a

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Identifying new, high surrender value verbs that can be easily and usefully introduced alongside known language e.g. il faut, hay que ahead of their teaching on the SOW

[click]

Having some flexibility in our approach – at the planning stage. Looking at where they could streamline verbs used and maximally exploit those key verbs, and pare the language down, even where there might be a range of ways to express and idea and pick the one they are going to go with that will get the most bang for your buck.

[click]

Having some patience – you can’t teach everything all at once, so there will be a TL/English compromise in the first place.

Having a bit more patience – ensuring explicit teaching and breaking it down into manageable chunks means that for them this is a 3-year programme. They have taken advantage of this to spiral the language functions in the TL SOW and increase complexity each time they are re-visited.

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Time	1	2	3	4	5	6	7
Register and greetings	bonjour, �au revoir, salut, �à demain, �à bientôt	je suis là, où est, il est, elle est, absent, malade	bon après-midi, bonne soirée, bonne journée, bon week-end, bonnes vacances	je suis là, où est, il est, elle est, malade, en retard, absent	bonjour, au revoir, salut, à demain, à bientôt, bon après-midi, bonne soirée, bonne journée, bon week-end	je suis là, où est, il est, elle est, n’est pas, malade, en retard, absent, aux toilettes, avec monsieur/ madame…	à tout à l’heure !
Saying how you are	Ça va/ bien mal/ je suis malade, content, triste, fatigué, calme, motivé	Je suis content, fatigué, calme, triste, inquiet motivé	Ça va/ bien mal/ je suis malade, content, triste, fatigué, calme, motivé	Je suis/ je ne suis pas [content, fatigué, calme, triste, inquiet motivé]	J’ai [des soucis, des problèmes]	Je suis heureux, malheureux, dangereux, sérieux [+ feminine]	J’ai chaud, soif, peur, faim, froid
Giving opinions	C’est très bien, génial, chouette, c’est comment?	C’est vrai, faux, facile, difficile, c’est comment?	Je pense que, tu penses que (?), Qui pense que ? +c’est+adj	C’est une bonne idée, c’est dommage, c’est nul, c’est formidable	A mon avis, selon moi +: C’est vrai, faux, facile, difficile	J’aime, je déteste, j’adore	embêtant, ennuyeux terrible passionnant excellent intéressant

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Talk time

Objective: To understand and use more Spanish in lessons!

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\

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1	Hello
2	Hi
3	Sir
4	Miss
5	I am present
6	He/she is not here
7	Goodbye
8	See you
9	Please
10	Thank you
11	Yes
12	No

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Our lessons learned (so far)

Make it clear

Make it manageable

Be insistent

Monitor it

Review/critique regularly

Remember! It’s a process, not an event

Claire reports that this is what she and her colleagues have learnt so far:�[click]�To maximise consistency across and between colleagues, be very clear about what is to be taught when. Share your vision so there is a clear, shared purpose.

[click]

Break it down into small steps that feel manageable for learners and teachers. Include opportunities to revise and consolidate. Share the rationale behind the way it is broken down.

[click]

Be insistent – at all levels. With yourself – if you’ve taught it, use it. With learners – if you’ve taught it, they use it. With your team – if you’ve taught it, they use it. Be insistent too in terms of fidelity – you and your colleagues may need to adapt your usual classroom scripts to initially ensure that you are using only what you have taught.

[click]

Monitor your use and that of colleagues – is it consistent. Invite colleagues to observe you as a critical friend. Are there missed opportunities? Monitor student use – is movement happening?

[click]

Review, reflect and critique – what is changing in your classroom as a result of your work on TL. How? Why? What still needs to move forwards?

[click]

Our intention is that TL teaching will spiral over three years, each time language structures are revisited there will be added complexity to tie in with prior learning. Embedding learning and –hopefully - developing automaticity with these language functions over time. Forgetting opportunities are built in. This is something we need to stay aware of and maintain momentum.

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Next steps

Notice and recognize – celebrate!

Checking

Maintaining expectations – it’s a process!

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Session overview

Part 1: research, policy and practice

Ofsted research review

New GCSE

Current practice

Ways forward

Part 2: TL case study

Part 3: Teacher and student TL use

Part 4: Next steps

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Ways forward

plan it carefully, using your SOW
pare back teacher use of TL to ensure it is clear and comprehensible to our learners
deliberately use words and structures to recycle previously taught language
build TL use incrementally in step with the SOW
plan our own and students’ use of TL to develop speed of understanding and production over time
use English when there would otherwise be a barrier to learning

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Estar: I am & he/she is

In Spanish, the verb estar means to be �when describing location.

Estoy

I am

Está

he / she is

Estoy en España

I am in Spain

Está en España

He / she is in Spain

Y7 Week 1 Lesson 1

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Michel’s message tells us what he has, and what his sister Sophie has. The app has a bug! It deleted all the pronouns. Write the nouns (e.g. un animal) in English, in two columns: Michel / Sophie.
1	ai un animal.	5	ai une idée.
2	a un livre.	6	a une chose.
3	a une chambre.	7	ai un chien.
4	ai une règle.	8	a un portable.

Lire

Y7, T1.1, Week 3

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Ich oder du?

lesen

Wolfgang and Mia want to help more often, but they can’t agree!

Wer macht was? Schreib ich (I) oder du (you).

a) @mia2008: ___ koche einmal die � Woche und ___ arbeitest im Garten.

b) @der_wolf: Nein! ___ putzt jeden Tag � den Boden und ___ koche manchmal.

c) @mia2008: Was?! ___ putze manchmal� den Boden und ___ machst das Bett.

d) @der_wolf: Das ist unfair! ___ machst � das Bett und ___ putze das Fenster.

e) @mia2008: Okay. ___ schreibe eine Liste.

f) @der_wolf: Nein! ___ schreibe die Liste � und ___ machst die Arbeit.� @mia2008: …

Ich

du

Du

ich

Ich

du

Du

ich

Ich

du

Y7, T1.2, Week 3

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1

2

3

4

5

Madrid

En Madrid

hay un monumento.

tiene unos parques.

hay una escuela.

hay unos coches.

tiene unas casas.

Amanda está en España.

Describe diez ciudades.

Marca la opción correcta.

León

En León

En Mallorca

Mallorca

En Málaga

Málaga

San Sebastián

En San Sebastián


Es muy antiguo.
Son muy antiguos.
No son muy bonitos.
No es muy bonito.
Son muy pequeñas.
Es muy pequeña.
Es bueno.
Son buenos.
Es cara.
Son caras.

Lee la segunda frase.

Marca la opción correcta.

leer

Y7, T1.2, Week 4

Material licensed as CC BY-NC-SA 4.0�

Nick Avery

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Session overview

Part 1: research, policy and practice

Ofsted research review

New GCSE

Current practice

Ways forward

Part 2: TL case study

Part 3: Teacher and student TL use

Part 4: Next steps

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Task analysis questions

Which language knowledge is being practised in the activity?
Are students compelled to focus on both form and meaning throughout?
If it is an interaction task, are both students involved in processing the language (i.e., thinking about the form and meaning of the words), whether listening or speaking
Is there an element of struggle – i.e., retrieval of vocabulary, choices between grammar features to create meaning

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1	C’est un message ?
2	C’est une affiche.
3	Il a un chat.
4	Elle a un cheval.
5	J’ai un dessin ?
6	C’est un crayon.
7	Tu as une chaise.
8	Elle a un bureau.
9	C’est une chaise ?
10	J’ai un chien.
11	Tu as un animal ?
12	C’est un chat.

1

6

9

7

On four pieces of paper, write any four numbers between 1 and 12. You have five minutes to go around the room, reading a sentence aloud from the board. If your partner has that number on one of their cards, you can take the card. The winner has the most cards at the end of the five minutes.

Let’s do this first activity – it’s time for a bit of participation.

OK – let’s reflect on the questions from the previous slide.�What are we practising? Are we practising the language on the board? In what way? Are we engaged in focusing on form and meaning at the same time? Is it an interaction task? Is there an element of struggle? Some language choices to be made to create meanings?��Perhaps it’s easier to ask a question the other way around – Could learners do this task without knowing or thinking about what any of this means?�

Timing: 5 minutes

Aim: to practise ???

Procedure:

Students write down four numbers on four different small pieces of paper.
They circulate around the room reading a sentence aloud from the board to different students within the class.
If they student they speak to has that number on one of their cards, they win that card.
After five minutes, the student with the most cards wins.

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Parle en français.

parler

Est-ce que/qu’	je/j’ tu il elle	bois boit fais fait mange manges achète achètes	un une du de la de l’ des	poisson café pain glace tomate(s) eau gâteau(x) sandwich(s)

Écris cinq phrases en anglais. Utilise les mots ici.

Ton/ta partenaire dit tes phrases en français.

S

30

0

DÉBUT

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En parejas

hablar

Persona A

Persona B

Persona C

Persona D

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hablar

En parejas

Persona A

Persona B

Persona C

Persona D

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Was ist die Frage?

Jede Person hat fünf Antworten auf der Karte.
Person A sagt die erste Antwort.
Person B muss eine Frage stellen.
Person B sagt die erste Antwort.
Person A muss eine Frage stellen….

sprechen

7.3.2.4

Timing: 6 minutes

Aim: To practise oral production of questions and revisit vocabulary from the two revisited sets for this week.

Note: This task requires the separate speaking worksheet downloadable from the NCELP Resource Portal. A/B roles are on one A4 sheet, to be cut in half. Instructions for the task are in English.

Procedure:�1. Person A and B both have five answers on a card.

Note: they have completely different answers from each other.

2. Person A gives person B one of the answers. Person B then comes up with a suitable question that would generate that answer.

3. Then person B gives person A an answer and s/he generates a suitable question.

4. They continue taking turns until all answers have been used, and ten questions generated.

5. Teachers will want to circulate to give support where necessary.

Examples:

Man mischt blau und gelb. Wie macht man grün?

Das kommt aus 1907. Wie alt ist Mensch, ärgere dich nicht!?

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Puissance 4! (Connect 4)

parler

porter une

chemise

manger à

l’école

bien travailler en classe

jouer à l'ordinateur

parler avec mes amis

étudier l’allemand

arriver en retard

aimer les chiens

préparer mon déjeuner

chanter dans une chorale

habiter à [name of town]

regarder la télé

ressembler à ton ami(e)

rester à la maison le week-end

écouter la radio

gagner des matchs

A: Tu portes une chemise normalement ?

B: Oui, je porte une chemise normalement.

OU:

A: Portes-tu une chemise en ce moment ?

B: Non, je ne porte pas une chemise en ce moment.

8.1.1.7

Timing: 8 minutes

Aim: To practise spoken question production (intonation alone or subject-verb inversion) and answering in either the affirmative or negative, as appropriate

Procedure:

1. The aim of the game is to cross off four adjacent squares in a row. Each student picks his/her own colour to do this.

2. Student A picks a square, and asks a question as suggested by the verb phrase in the square – see animated example on slide, which should be played through for students before starting.

3. The question should contain either normalement or en ce moment, at the choice of Student A, who is trying to elicit both affirmative and negative responses.

4. Upon production of a valid question in correct French, Student A crosses off the relevant square in his/her own colour.

5. Student B responds to the question honestly, in either the affirmative or the negative as required, as per the examples on the slide.

6. Upon production of a valid answer in correct French, Student B crosses off the relevant square in his/her own colour

7. The winner is the first student to cross off four boxes in a row, either vertically, horizontally or diagonally.

8. If all questions and answers are produced correctly in a given round, then obviously Student A will win, having started first. When partners swap roles, this advantage will be reversed. Clearly, any mistake gives the advantage to the opposing side.

9. Partners swap roles after four questions have been asked. If the previous round resulted in a win, they start again; if not, they play on until there is a winner.

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hablar / escuchar / escribir

Sevilla

There are some parks and some towers.

The parks are small.

¿Qué hay en Sevilla?

Hay unos parques y unas torres. Los parques son pequeños.

hablar / escuchar / escribir

7.3.2.1

Timing: 7 minutes

Aim: to brings together all the revision from the lesson into a final production activity.

Procedure:

1. Teachers could use this slide to model the requirements of the task.

2. Here students work in groups of three. The person writing starts the dialogue off by asking ¿Qué hay en….?

3. The other two people speaking take it in turns to say alternate words of the answer in Spanish. Sentences are then compared at the end as a whole class (or after each city if preferred).

4. The words for this example’s answers are revealed by clicking on each box.

5. Suggested order: Málaga: Persons A&B speak (A says the first word of the response) and person C writes down the Spanish.

Madrid: Persons C&A speak (C says the first word of the response) and person B writes down the Spanish.

Granada: Persons B&C speak (B says the first word of the response) and person A writes down the Spanish.

(Teachers can be less prescriptive if students can work out for themselves how to take turns!)

Notes:

The person writing cannot interrupt if s/he spots a mistake. However, teachers should allow one minute for reflection on the sentences as a group of three, before the answers are revealed. Teachers could consider asking students to undertake the speaking without reference to their exercise books/vocab books and then in the reflection time allowing access to reference materials to allow for successful edits.

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hablar / escuchar / escribir

Málaga

There are some shops and some markets.

The markets are outside.

Madrid

There are some museums and some churches.

The churches are big.

Granada

There are some buildings and some squares.

The buildings are beautiful.

Málaga: Hay unas tiendas y unos mercados. Los mercados están fuera.

Madrid: Hay unos museos y unas iglesias. Las iglesias son grandes.

Granada: Hay unos edificios y unas plazas. Los edificios son hermosos.

¿Qué hay en….?

hablar / escuchar / escribir

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Quartett

die Familie

Bruder

Schwester

Eltern

Kind

das Essen

Obst

Keks

Butterbrot

Gemüse

die Kleidung

Hose

Hut

Jacke

T-Shirt

die Jobs

Schauspielerin

Sängerin

Lehrer

Arzt

die Fahrzeuge

die Orte

Fahrrad

Zug

Auto

Bus

Theater

Bibliothek

Kino

Markt

Timing: 15 minutes

�Aim: To practise (in a game of Quartett – Happy Families) spoken production and comprehension of questions, grammatical gender and most of the nouns in this week’s vocabulary sets. �

Note: This slide shows one card for each of the categories. The full set of cards is available on the NCELP Resource Portal as a printable pdf (3 A4 pages = one set of cards for 3-4 players).

�Procedure:

1. Before starting the game, use the next slide to practise additional language to use in the game.

2. Elicit translations for the category titles. Most are known, the exceptions being Fahrzeuge [1721] and Kleidung [2820]. The cards in each set should give students a clue as to what the category is

3. Check that students know what Quartett is and explain the rules if necessary.

4. Elicit language about asking questions (Hast du X? Darf ich X haben?)

5. Remind students that they will need to pay attention to the gender of the word, and elicit from them that they will use Row 2 (accusative) articles.

6. Practise using the items on this slide: Hast du den Bruder? Hast du das Obst? Hast du die Hose? Hast du die Sängerin? Hast du das Auto? Hast du den Markt?�Ideally students will be prompted to use Darf ich den Bruder haben, bitte? to provide additional spoken practice of one of the modal verbs.

7. Students play in groups of three or four. A player wins when s/he has no cards left, i.e. all his/her cards are in families/sets of four.

Word frequency (1 is the most frequent word in German):

Fahrzeug [1721] and Kleidung [2820]

Source: Jones, R.L & Tschirner, E. (2011). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

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Jetzt bist du dran! [Now you’re on! / Now it’s your turn!]

So, you start.

How many cards have you got?

It’s my turn!

Do you have (the father)?

Oh no! You are so mean!

Mensch, ärgere dich nicht! Man, don’t be mad!

I’m winning!

Wie viele Karten hast du?

Also, du beginnst.

Ich bin dran.

Hast du (den Vater)?

Ach, nein! Du bist so gemein!

Ich gewinne!

May I have (the father), (please)?

Darf ich (bitte) (den Vater) haben?

2

0

LOS!

Minuten

hören

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die Familie

Bruder

Schwester

Eltern

Kind

die Familie

Bruder

Schwester

Eltern

Kind

Bruder

Schwester

Eltern

Kind

Bruder

Schwester

Eltern

Kind

Obst

Butterbrot

Keks

Gemüse

Obst

Butterbrot

Keks

Gemüse

Obst

Butterbrot

Keks

Gemüse

Obst

Butterbrot

Keks

Gemüse

das Essen

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die Kleidung

Hose

Hut

Jacke

T-Shirt

die Kleidung

Hose

Hut

Jacke

T-Shirt

Hose

Hut

Jacke

T-Shirt

Hose

Hut

Jacke

T-Shirt

Schauspielerin

Sängerin

Arzt

Lehrer

die Jobs

Schauspielerin

Sängerin

Arzt

Lehrer

Schauspielerin

Sängerin

Arzt

Lehrer

Schauspielerin

Sängerin

Arzt

Lehrer

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die Fahrzeuge

Fahrrad

Zug

Auto

Bus

die Fahrzeuge

Fahrrad

Zug

Auto

Bus

Fahrrad

Zug

Auto

Bus

Fahrrad

Zug

Auto

Bus

Markt

Bibliothek

Theater

Kino

Markt

Bibliothek

Theater

Kino

Markt

Bibliothek

Theater

Kino

Markt

Bibliothek

Theater

Kino

die Orte

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L’école au Sénégal

parler

Partenaire A

Ask your partner about their life at school. Use you plural.

What is your school like?

What are your French lessons like?

Are your maths exercises easy?

What is your favourite sport?

Answer your partner’s questions about your life at school. Use the we form in full sentences.

yellow
strict but funny
science and maths
Wolof

Partenaire B

Answer your partner’s questions about your life at school. Use the we form in full sentences.

small
useful
difficult
football

�Ask your partner about their life at school. Use you plural.

What are your uniforms like?

Is your teacher strict?

What are your favourite subjects?

What is your first language?

Unscripted Speaking

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hablar / escuchar

¿Quién es? – QUIZ QUIZ TRADE

Elige un personaje. Escribe tres pistas* para describir la persona en español. La primera pista no debe ser obvia*. Después escribe otras dos frases más fáciles. Debes esconder tu trabajo - ¡es secreto!

Estudiante A lee las pistas* a Estudiante B.

Ejemplo:

Estudiante A :

Es joven.

Es moreno.

Tiene el pelo negro.

[Quique]

Es joven.

¿María?

No, es moreno.

¿Adrián?

No, tiene el pelo negro.

¿Quique?

¡Sí!

Estudiante B :

Después de cada pista* Persona B puede intentar decir quién es el personaje.

la pista = clue

Note the use of target language instructions here – these have been built up cumulatively over 2-3 years. It looks like a look to read and digest and yet, all the words except ‘pista’ have been previously taught and practised over time, such that now we can expect students to process these. In the earlier examples we saw some English being used in instructions, then also some much shorter, simple sentences. At every point, the explanations for the activities (which the teacher would say and students would also read) are made up of words from the SOW (and therefore also words from the GCSE content) that have already been taught. This is planned recycling, additional practice opportunities that slot neatly into the fabric of the lesson. Powerful stuff. �

OPTIONAL – ALTERNATIVE FINAL ACTIVITY

This alternative final activity gives the option for students to be more creative with their language.

Timing: 10 min.

Aim:

i) to practise producing and understanding sentences describing a person’s appearance, personality and/or mood

ii) to practise producing and understanding vocabulary

Procedure:

After going through this instruction slide, display the following slide. Students choose a character and write down 3 clues on a piece of paper which will describe the character they have chosen. They should write the clues in order of difficulty, i.e., with the least obvious clue first and the most obvious clue last. They should also write the character’s name. They should not show their work their classmates.
Students then move around the room with their clues and find somebody to speak to.
Student A reads their clues to Student B.
After each clue, the student B can guess which character they think is being described.
Students then swap roles.
Once both students have read out their clues, they swap their pieces of paper and then move on to another student in the class and repeat steps 3-6.

Notes:

Alternatively, rather than using the characters on the following slide, students could describe another member of their class.
Slide 16 is an optional support slide that gives students ideas of what clues they could give and slide 17 gives the answers to those clues.
Students can challenge themselves to refer less to their written notes as they go through the activity.
Slide 18 has an alternative version of the activity using characters from the film ‘Encanto’.

Frequency of unknown words:

pista [2150]

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hablar

1

[Marta]

[Enrique]

2

[Pablo]

[Quique]

4

[Alba]

[Adrián]

[Nerea]

[Pepa]

7

8

3

[Irene]

[David]

6

[Pablo]

[Marta]

5

10

9

12

11

*rubio/a = blonde

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hablar

1

She is excited.

She is young.

She is blond.

[Marta]

He is calm.

He is old.

He doesn’t have much hair.

[Enrique]

2

He is sad.

He is tired.

He is bored.

[Pablo]

He’s young.

He’s happy.

He has black hair.

[Quique]

4

She has blue eyes.

She is serious.

She is blond.

[Alba]

He has brown hair.

He is calm.

He’s greeting somebody.

[Adrián]

She has long hair.

She is strange.

She’s angry.

[Nerea]

She is calm.

She wears glasses.

She has grey hair.

[Pepa]

7

8

3

She’s thinking.

She has long hair.

She’s sad.

[Irene]

He’s dark-skinned.

He wears glasses.

He is proud.

[David]

6

He is old.

He has glasses.

He is angry.

[Pablo]

She is calm.

She is beautiful.

She is not sad.

[Marta]

5

10

9

12

11

*rubio/a = blonde

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Jetzt oder früher?

sprechen

aktiv sein jemanden fragen

eine Blume haben

gucken beliebt sein beobachten

Wissenschaftler sein wachsen

eine Person unterstützen

Chemie studieren �einen Gegenstand kaufen

Forscher sein Tourist sein

keinen Zahn verlieren

wach bleiben in Bewegung sein immer einschlafen viel entdecken

im November anfangen

			odd = imperfect even = present
1	I	1	wollen
2	you	2	müssen
3	s/he	3	können
4	I	4	wollen
5	you	5	müssen
6	s/he	6	können

Note: to keep track during the activity, it may be helpful for each pair to have one print out of this slide between them.�

Timing: 8 minutes

Aim: to practise oral productions of first, second and third person singular forms of present and imperfect tense modal verbs.

Procedure:

1. Ensure that students notice that odd numbers = imperfect modal, even numbers = present modals. Player A rolls the dice twice to generate: 1) a pronoun and 2) a verb.

2. S/he changes the infinitive to produce a conjugated verb, e.g. 1+6 = Ich kann

3. S/he then chooses a word or phrase from the square to finish their sentence. Partners write down the sentence in English.

4. Partners take it in turns thereafter.

Each word from the square can only be used once. Once a word is used it can be crossed out. As the number of possible words decreases, players may have to ‘knock’ if there is no appropriate word to finish their sentence. In this case, play passes to their partner. All modals work with all verb phrases. The player who is able to make the most sentences within the time or until all the words run out is the winner.

5. To bring the learning to a close, students should translate orally into German the English sentences that their partner made (which they have noted in English in their books).

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Escribir un poema nuevo

Vamos a usar verbos en –ar y escribir un poema nuevo.

Persona A: Lee el poema. ¡Debes interpretar las imágenes!

Ejemplo:

Persona B: Escucha y escribe el poema. Luego, compara.

Luego, Persona B habla y Persona A escucha y escribe.

[We play] en la en verano.

Jugamos en la playa en verano.

hablar / escuchar / escribir

De la obra "El príncipe Zeta" �de Juan Guinea Díaz, A Fortiori Editoria, 2010.

hablar / escuchar / escribir

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Persona A

11 [They enjoy] un paseo por la�12 [We look at] el amarillo��13 [They have] el enredado �14 [They rest] en la y la sal�15 [We play] con los arrugados�16 [We have dinner] en el bar��17 [They sing] con la ventana abierta�18 [We speak] con la�19 [They dance] en la playa desierta�20 en el cielo todas las

1 [We walk] en la en verano�2 [They look at] las del mar�3 [We listen to] la brisa, [we take out] un

4 [They jump] y [they swim]��5 [We prepare] en el patio�6 [They carry] melón y�7 [They listen to] la �8 [We need] una siesta al mediodía��9 [They buy] un cubo y una pala�10 [We play] con enormes castillos

Persona B

[sky]

[sand]

Timing: 10-12mins

Aim: for students to a) produce the target grammar features (-ar verbs with –amos and –an) and vocabulary in oral production; b) write the Spanish they hear accurately.

Procedure:

Person A first reads out his/her 10 lines of the poem, using the English words and images as prompts to say the Spanish. These include –ar verbs in the 1^st person and 3^rd person plural. Person B listens and writes.
The two students swap roles. Person B reads out lines 11-20. Person A listens and writes.
Check against the answers on slide 48.

Notes:

In this task students can see the English so it works to consolidate their understanding of the sound of the word and its meaning. This prepares students for the more challenging listening and speaking task that follows (if these are both done). However, should teachers want to increase the challenge for students, they could print and cut this slide, so that students additionally have to translate into English (orally, back to their partner) the lines they have written down.

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Persona A

11 Disfrutan un paseo por la playa�12 Miramos el cielo amarillo��13 Tienen el pelo enredado �14 Descansan en la arena y la sal�15 Jugamos con los dedos arrugados�16 Cenamos en el bar��17 Cantan con la ventana abierta�18 Hablamos con la abuela�19 Bailan en la playa desierta�20 en el cielo todas las estrellas

1 Caminamos en la playa en verano�2 Miran las olas del mar�3 Escuchamos la brisa, sacamos un helado

4 Saltan y nadan

�5 Preparamos comida en el patio�6 Llevan melón y sandía�7 Escuchan la radio�8 Necesitamos una siesta al mediodía��9 Compran un cubo y una pala�10 Jugamos con enormes castillos

Persona B

El poema completo

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Vas a Francia cada julio. Habla con tu compañero sobre un día en la playa allí.

Persona A: Describe el día en la playa.

Usa las cartas.

Después, Persona B habla y Persona A escucha y escribe.�Persona B tiene otras cartas.

Student B: Escucha y completa la tabla.

¿El verbo es con –amos (‘we’) o con –an (‘they’)?

Escribe la acción en la columna correcta.

hablar / escuchar / escribir

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Persona A

A

They arrive at the patio.

We play in the

B

C

They buy a

D

We listen to my

They take

out the

E

F

We jump in the

G

They look at the

We need an

H

[beach]

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Persona B

A

G

F

H

E

C

B

D

We arrive at the patio.

We play in the

We buy a

They take

out the

They listen to my

We look at the

They jump in the

They need an

[beach]

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Eduqas French SAMS

52 of 56

Finding ideas

53 of 56

Session overview

Part 1: research, policy and practice

Ofsted research review

New GCSE

Current practice

Ways forward

Part 2: TL case study

Part 3: Teacher and student TL use

Part 4: Next steps

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Next steps

Plan teacher use of the new language to go step-in-step with your KS3 SOW
Consider developing a target language talk strand for your KS3 SOW
Get some ideas for speaking activities which:

Compel students to focus on form and meaning
Contain an element of desirable difficulty (i.e., retrieval of vocabulary, choices between grammar features to create meaning)

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Task

Take a lesson you have in mind for next week’s teaching and plan a speaking task for it.

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Presenter: �Rachel Hawkes

ALL Sheffield�Tuesday 6 December 2022

On target for unprepared speaking