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Scheme of work development�

Stephen Owen & Nick Avery

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Rachel Hawkes

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Today’s talk

Principles and key features of NCELP SoW
Walk through of SoW document
Presentation of resources based on each strand of the SoW
Brief tour of the NCELP Resource Portal Collections

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Rachel Hawkes

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General considerations

Integration of the different strands of NCELP pedagogy: grammar, vocabulary and phonics
Resourcing to enable delivery of an appropriate KS3 curriculum, in line with this pedagogy
Grammar-driven schemes (rather than topic-based)
Useable for real-world planning purposes

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Rachel Hawkes

Clearly, in order to translate all of the TSC pedagogy review recommendations into reality in the classroom, a scheme of work which brings together the different aspects in a coherent, workable plan is needed. This plan must also provide an appropriate KS3 foundation upon which to build at GCSE, for those who opt to take it (the number of whom we wish to increase, of course!). Virtually all of the schemes of work out there – and those which I have produced over the years – have been topic-driven (in fact, I do not recall ever seeing a different approach). This project has therefore been demanding, in that there has been no model to follow – we were starting from scratch. We have also had to be extremely rigorous in adhering to the pedagogical principles throughout, which has taken much time and many revisions of the draft documents, in order to get them to where they are currently. We still regard them as drafts, since their use by teachers in the classroom is what will truly test them and ultimately improve them further.

So, following what I have just said, here are some general things the schemes of work need to do:

demonstrate the integration of the different strands of the MFL pedagogy: grammar, vocabulary and phonics

be sufficiently resourced to enable delivery of an appropriate KS3 curriculum, in line with the MFL pedagogy review

be grammar-driven (rather than topic-based)

be useable for real-world planning purposes

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Design features

Common format across languages
‘Context’ column giving a broad idea of the purpose of the language each week, e.g., “Describing a thing or person”
‘Notes’ column containing explanations of the language selected and/or ideas for teaching it
‘Resources’ tab contains links to teaching sequences and other items on NCELP Resource Portal

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Rachel Hawkes

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Points to note

Objectives for each week in terms of grammar, vocabulary and phonics knowledge to be mastered
Schemes are not tiered, but offer scope for differentiation by the teacher
Weeks set aside for work on rich texts
Revision/assessment weeks in terms 2 and 3
Resourcing of the schemes has begun (available on NCELP resource portal)

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Rachel Hawkes

The schemes provide objectives for each week in terms of grammar, vocabulary and phonics knowledge to be mastered

The schemes are not tiered, but offer scope for differentiation by the teacher (e.g., phonics source and cluster words offer an additional vocabulary set each week; students can be directed to use dictionaries

to expand their vocabulary further, personalising the curriculum; differing levels of support can be offered for each activity, as appropriate, differentiation by outcome will occur in the production tasks, etc.)

Resourcing of the schemes has begun (complete to end of first half term in the French, for example)

We intend to continue resourcing the scheme week by week in chronological fashion, to enable its successful adoption by those who wish to use it from this academic year.

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Phonics: Definitions

Phonics teaching: explicit teaching of the relationships between letters and their sounds in written words

ch

au

d

ʃ

o

-

ch

aud

ʃ

o

Symbol-sound correspondences (SSCs): the systematic relationships between the written symbols and sounds (at any unit of size) in a given writing system.

Robert Woore

Phonological decoding (or ‘recoding’): “the ability to convert the visual print into its corresponding spoken form” Nassaji (2013)

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Rachel Hawkes

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Learning to read in different writing systems�

‘Orthographic depth’ / ‘Phonological transparency’

The extent to which a writing system (‘orthography’) adheres to the principle of one-to-one mapping between written symbols and sounds

(🡪 How consistent are the symbol-sound mappings?)

I.e. in a completely shallow orthography:

each grapheme represents one and only one phoneme;
each phoneme is represented by one and only one grapheme

Can you think of one such writing system?

🡪 Can you put these writing systems in order of orthographic depth?

deep

shallow

Robert Woore

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Rachel Hawkes

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How good are UK L2 learners at decoding?�

Research in UK MFL classrooms suggests that, in the absence of explicit instruction:
students are not very good at phonological decoding (reading aloud);
they seem to make little progress in this area;
English spelling-sound links remain stubbornly entrenched;
students may know that words should sound different to English, but not know how they should sound.

(Sources: Erler, 2003, 2004; Erler & Macaro, 2012; Porter, 2014, forthcoming; Woore, 2009, 2010, 2011, 2014, 2018)

Robert Woore

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Rachel Hawkes

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These words get more ridiculous as we go along

Some of these don't even look like real words. I reckon you're just trying to trick me

They're like really weird words, like they don't exist

I don't know because most of them look like gibberish basically

Robert Woore

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Rachel Hawkes

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FLEUR study – findings (pre- / post- tests) �

Explicit phonics instruction led to greater progress in phonological decoding
Statistically significant after controlling for prior attainment
Pen-and-paper decoding test: less sensitive than Reading Aloud Task, so actual gains may have been greater!
No difference between groups in reading comprehension outcomes
Phonics group made significantly more gains in vocabulary knowledge
Vocab knowledge is known to be a key contributor to all language skills!

Robert Woore

Woore, R., Graham, S., Porter, A., Courtney, L. and Savory, C. (2018) Foreign Language Education: Unlocking Reading (FLEUR) - A study into the teaching of reading to beginner learners of French in secondary school.

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Rachel Hawkes

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Phonics strand (1)�

Explicit teaching of the key SSCs in each language
Short practice slots each lesson (e.g. 10 minutes)
French teaches two new SSCs per week
Spanish and German present new SSCs individually or in pairs / groups of closely related SSCs, where relevant (e.g. CA, CO, CU)
Further suggestions for phonics practice in teacher notes

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Rachel Hawkes

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Phonics strand (2)

Source and cluster words used for phonics practice
These words are high-frequency and often (near-)cognates
Their meanings can be learnt incidentally
Some may also be used in a planned vocabulary set

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Rachel Hawkes

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Word frequency

Top 2000 words cover 80-87% of written text (Nation, 2001; Nation & Waring, 1997).
90+% of words in informal conversation (Nation, 2001)
This can inform vocabulary choice in FL teaching & assessment.
MFL pedagogy review:

“A consequence of not attending to frequency of occurrence in vocabulary choice is pupils realising that they cannot say or understand basic things in the language.”(TSC MFL Pedagogy Review, 2016)

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Rachel Hawkes

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Sources of frequency data�

They list the 5000 most frequent words in each language.

Based on large corpora of spoken and written language.

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Rachel Hawkes

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Frequency tagging of AQA core vocabulary lists (GCSE)�


Spanish
French
German

52%

53%

38%

% unique words within

1-2000 range

Highlights the need for explicit, principled explanation of vocabulary selection and how this is used in assessment.

Learners sit GCSE MFL with <1000 words on average (Milton, 2006; Milton & Alexiou, 2009). Every word needs to be carefully chosen!

High frequency reflects transferability across contexts

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Rachel Hawkes

As well as using frequency to inform word selection, we also did some work on the word lists published by AQA for GCSE MFL.

We tagged their word lists with frequency rankings, as you can see in this screenshot of the Spanish list. There are dramatically different frequency rankings for words under the ‘colours’ heading. ‘Claro’ is highly frequent due to its transferability across contexts, while words like ‘rosado’ are less transferrable and so much less frequent.

In terms of overall findings, half of the unique words in the French & Spanish spec were within the top 2000, while only about 40% were so in German. There are a number of possible reasons for this, but the key thing here is the need for an explicit, principled explanation of vocabulary selection – all the more important due to washback effects on actual teaching and the fact that students sit a GCSE with a fairly small vocabulary. Every word matters!

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Vocabulary lists rationale and uses doc�

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Rachel Hawkes

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Vocabulary strand (1)

10 new words per week on average

Word selection informed by

Word frequency – largely words in 2000 most frequent
Building a verb lexicon from early stages
Mixed word classes, allows sentence creation from start

But words selected to support the grammar

Relevance to grammar and phonics

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Rachel Hawkes

On average, 10 new words are presented each week. There are slightly fewer in some weeks and slightly more in others, but the vocabulary load balances out over the course of the year.

Our choice of vocabulary was informed by several concerns:

The first was word frequency: the idea that the more common the word, the more useful it is (as it can be used in different contexts). The vast majority of words are among the 2000 most frequent in the language (e.g., over 90% of entries in Y7 Spanish SoW are in top 2000). We only made exceptions for words that feature in the current AQA GCSE vocabulary list or words known to be routinely included in the GCSE specification. We also wanted to build a verb lexicon, a bank of regular verbs that students can use to create new sentences as they learn to manipulate verbs. Thirdly, we tried to combine different word classes in our weekly sets as this offers greater potential for sentence building than, say, a list of nouns used to fill a slot after a verb. Finally, we considered whether the vocabulary would give the learner the opportunity to practise the grammar taught that week (e.g., a set of adjectives that could be used to practise gender agreement) and whether the word was ‘transparent’ enough in terms of phonics (whether learners would already be familiar with most or all of a its SSCs)

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Vocabulary strand (2)

Systematic revisiting at 3 week and 9 week intervals, mainly outside of lessons using CALL

Resources recycle previously learnt vocabulary

Notes column in SoW identifies opportunities to revisit words that tie in with grammar / context of language use.

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Rachel Hawkes

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Grammar: Key issues�

Key issue 1: What order should grammar be taught in?

What determines the difficulty of grammar?
What grammar can we expect learners to use, and when?

Key issue 2: What are the best ways to teach grammar?

Effective ways to introduce, embed and consolidate, and extend grammar

Rowena Kasprowicz / Emma Marsden

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Rachel Hawkes

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Key issue 1: What order should grammar be taught in?�

There is little strong evidence to support one prescribed order for teaching grammar
Many factors affect what can effectively be taught and learnt and when (e.g. the grammar feature, learner characteristics, task modality, context)
But we do know…

The introduction of whole ‘paradigms’ at once has little support from research
Learners can only pay attention to a limited number of features at any one time
Introducing and practising pairs of grammar features with contrasting meanings (or functions) leads to accurate understanding and use of the target grammar features.
Regular practice and re-visiting are necessary

(DeKeyser, 2005; DeKeyser, 2015; Ellis, 2006; Mitchell, Myles, & Marsden, 2019; VanPatten, 2004)

Rowena Kasprowicz & Emma Marsden

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Rachel Hawkes

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Key issue 1 (continued): What grammar can we expect learners to use, and when?�

Learners need to understand the meaning (or function) of grammar before producing it
There is often a difference between the grammar learners understand (in reading or listening) and the grammar learners can produce accurately (in speech or writing)
The grammar learners can produce in writing is often different from the grammar they can use in (more spontaneous) speaking
Once knowledge has been practised, it can become “skill-specific”

This means that it can be less useful for other skills: if it has been practised and proceduralised for one purpose, the knowledge is less transferable to other purposes

Therefore, learners need lots of practice in both modalities (oral and written) and both modes (comprehension and production)

(Bui & Skehan, 2018; DeKeyser, 2015; Mitchell, Myles, & Marsden, 2019; VanPatten, 2004)

Rowena Kasprowicz / Emma Marsden

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Rachel Hawkes

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Brief summary of key principles for teaching grammar

To help learners connect grammatical features to their meaning (or function) in order to develop accurate use across modalities (oral and written) and modes (comprehension and production), it is important to:

Focus on pairs or very small sets of features and avoid introducing and practising whole paradigms at once, especially in the early stages.
Provide a short, explicit explanation
Strip out other cues so that the learner has to pay attention to the grammar and its meaning in the input (reading / listening)
Establish and practise grammatical knowledge in reading and listening
Give plenty of practice in producing the grammar in writing and speaking activities that make the grammar matter to communicate meaning
Gradually move from scaffolded production practice to more meaningful, freer production practice

Rowena Kasprowicz / Emma Marsden

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Rachel Hawkes

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Grammar strand (1)

Broad parity across languages in terms of key features
BUT … driven by language-specific characteristics
Schemes err on the side of slower progression, allowing for more practice of features introduced
Highly frequent irregular verbs form the basis at the start
Moving to highly regular and frequent verbs

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Rachel Hawkes

We aim for broad parity across the languages in terms of key features covered, differences in sequencing owing to the internal grammar of each language

BUT … differences between the structures of the different languages are certainly catered for. For example, two verbs for ‘be’ in Spanish mean that longer is spent on ‘be’ in Spanish; possessive adjectives in

Spanish are less complex (no gender agreement) so are taught in year 7 (at the end) but in French they are more complex, with gender and number agreement, so are introduced in year 8; the richer verb

morphology in French and Spanish demands more attention than in German. That is, the SoW is driven by the internal structure of the language being taught.

We err on the side of slower progression, allowing for more practice of features introduced – this is the crucial factor leading to long-term learning

Highly frequent irregular verbs form the basis at the start; thereafter the utility and difficulty of features are assessed in deciding which to include.

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Grammar strand (2)

Greatly reduces 'chunking' of rote-learned language

Promotes true manipulation of language

Pairs of verb forms (e.g. je versus tu) presented and their meanings contrasted
Often introduces and practises features over a two-week period e.g., je, tu and il forms of the verb

But pairs of forms contrasted at a time

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Rachel Hawkes

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Grammar strand (3)

Re-visiting of grammar in 'Grammar' column
Where possible, information gaps in practice activities
Activities allow for differing levels of support to be provided

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Rachel Hawkes

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Scheme of work - overview tab

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Rachel Hawkes

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Scheme of work - main Y7 tab

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Rachel Hawkes

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Scheme of work – week view�

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Rachel Hawkes

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Scheme of work – resources tab

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Rachel Hawkes

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Scheme of work – word list

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Rachel Hawkes

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Presentation of [GI] SSC with source & cluster words

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Rachel Hawkes

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Practice of SSC [GE] and [GI] – alphabetical read aloud

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Rachel Hawkes

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Grammar explanation – singular definite article�

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Rachel Hawkes

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Vocabulary presentation slides�

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Rachel Hawkes

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Reading�

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Rachel Hawkes

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Spanish -> English translation�

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Rachel Hawkes

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Paired speaking/listening

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Rachel Hawkes

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Paired speaking/listening/writing - example�

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Rachel Hawkes

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Paired speaking/listening/writing - answers�

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Rachel Hawkes

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Lesson 2 – text exploitation activity��

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Rachel Hawkes

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Vocabulary revision��

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Rachel Hawkes

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Grammar – definite vs indefinite article�

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Rachel Hawkes

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Reading��

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Rachel Hawkes

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Paired speaking/listening/writing - example�

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Rachel Hawkes

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Homework – vocabulary pre-learning & revisiting (with audio)�

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Rachel Hawkes

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Vocabulary Learning Homework

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Rachel Hawkes

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Rachel Hawkes

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Phonics�

Year 7 French

Term 1.1 - Week 1

Stephen Owen / Rachel Hawkes

Date updated: 05/01/20

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Rachel Hawkes

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Silent final consonant�

Rachel Hawkes

dans

X

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Rachel Hawkes

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Rachel Hawkes

Silence!

prix

grand

petit

dans

X

mot

mais

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Rachel Hawkes

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Rachel Hawkes

prix

mot

grand

petit

mais

€15.95

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Rachel Hawkes

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Rachel Hawkes

mot

grand

petit

mais

prix

Secondes

60

0

DÉBUT

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Rachel Hawkes

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Rachel Hawkes

Silence!

prix

mot

grand

petit

mais

dans

X

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Rachel Hawkes

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Rachel Hawkes

Secondes

60

0

DÉBUT

petit�grand�mot�mais�prix

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Rachel Hawkes

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Rachel Hawkes

€15.95

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Rachel Hawkes

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a

animal

Stephen Owen / Rachel Hawkes

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Rachel Hawkes

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mal

animal

table

malade

ça va ?

sac

a

Stephen Owen / Rachel Hawkes

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Rachel Hawkes

Introduce and elicit the pronunciation of the individual SSC ‘a’ and then the source word ‘animal’ again (with gesture, if using).�Then present and elicit the pronunciation of the five cluster words.�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words(e.g. initial, 2^nd, final etc..) and additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency rankings (1 is the most common word in French): �ça va?[54 (cela), 53 (aller)]; malade [1066] mal [277]; table [1019]; sac [2343]; animal [1002].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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mal

animal

table

malade

ça va ?

sac

a

Stephen Owen / Rachel Hawkes

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Introduce and elicit the pronunciation of the individual SSC ‘a’ and then the source word ‘animal’ again (with gesture, if using).�Then present and elicit the pronunciation of the five cluster words.�The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words(e.g. initial, 2^nd, final etc..) and additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency rankings (1 is the most common word in French): �ça va?[54 (cela), 53 (aller)]; malade [1066] mal [277]; table [1019]; sac [2343]; animal [1002].�Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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mal

animal

table

malade

ça va ?

sac

a

Stephen Owen / Rachel Hawkes

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Rachel Hawkes

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Vocabulary

Y7 French

Term 1.1 - Week 1

Victoria Hobson / Emma Marsden

Date updated: 07/01/20

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Rachel Hawkes

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Masculine

Feminine

grand

grande

petit

petite

anglais

anglaise

français

française

Meaning

big

small

English

French

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

This slide can be used in a number of ways:

To reinforce pronunciation changes ahead of the speaking, in a listen and repeat whole class style
To check students’ understanding of the vocab
To practise pronunciation changes.

Whole class – the teacher asks individuals to give the correct answer.

or:

Pairwork: when the adjective disappears, ask students to turn to their partner and say the adjective out loud. This could be then be practised a few times, with a competition element added by shortening the time sequence on the animation. Challenge pairs to complete within the new speeded up time.

4) As a help-sheet which can be printed out for reference at any point during the speaking and writing activities for those students who need it. (Duplicate the slide and select print “2 to a page” for A5 size help sheets)

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Être: Je suis & tu es�

To be | being: I am & you are

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I am & you are

Victoria Hobson / Emma Marsden

To say ‘you are’, use tu es. This is the second person singular.

You are small.

Je suis

Je suis français.

You are French.

Tu es français.

I am French.

Je suis petit.

I am small.

Tu es petit.

Je suis malade.

I am unwell.

Tu es malade.

You are unwell.

Tu es

‘am’ and ‘are’

are part of the verb ‘to BE’

In French, to say ‘I am’, use je suis.

This is the first person singular of the verb être.

Remember, don’t pronounce the ‘s’

Silent Final Consonant!

Remember, don’t pronounce the ‘s’.

Silent Final Consonant!

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Opposites attract?

You have read interviews where boys discuss their friendship. Look at the verb. Work out whether ‘I…’ or ‘you...’ is being described. Then, write the English adjectives.�Are the friends similar or different?
Interview 1		Interview 2
1	es grand	5	suis grand
2	suis petit	6	es petit
3	suis anglais	7	es français
4	es français	8	suis anglais

Lire

Victoria Hobson

small

English

big

French

big

English

small

French

I

You

I

You

Interview 1

Interview 2

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Rachel Hawkes

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Hit or miss?

You are in a noisy café. You can only hear parts of the conversations. �Listen carefully to the verb. �Is the person is describing themselves (‘I’…) or the person they are talking to (‘you…’)?

Écouter

Victoria Hobson

I

You

I

You

1

2

3

4

5

6

7

8

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Rachel Hawkes

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Hit or miss?

You are in a noisy café. You can only hear parts of the conversations. �Listen carefully to the verb. �Is the person is describing themselves (‘I’…) or the person they are talking to (‘you…’)?

1	es grand	5	suis malade
2	suis petit	6	es calme
3	suis anglais	7	es aimable
4	es cool	8	suis français

Écouter

Victoria Hobson

I

You

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Rachel Hawkes

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Talking! Parler!

Parler

Victoria Hobson

Partner B

Pick a pronoun (‘je’ or ‘tu’).

Pick an adjective.

Create a sentence.

Partner A

Translate into English

“Tu es

français.”

“You are French.”

Remember, don’t pronounce the ‘s’

Silent Final Consonant!

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Rachel Hawkes

See separate set of cards (word doc)

Note: The cards do not have to be printed, but they provide a model for the speaking activity. Pupils can easily be given one sheet of A4 white paper, fold it in half (lengthways), then again in half (widthways), then again into three, so that 12 equal-sized rectangular shapes are created. In 3 of them, they write ‘I’, in 3 others, they write ‘you’, then they write: ill, cool, big, small, English, French once on each of the other six. They tear (with or without use of a ruler, and certainly no scissors – it doesn’t need to be neat!). The first time students create their own flashcards takes about 5 mins, but they get quicker and quicker. It saves copying, cutting…�

Separate the cards into two piles – one pile of the pronoun pictures (‘I’ and ‘you’) and one pile of adjectives.

Partner A picks a pronoun (I or you) and then an adjective; partner B gives the translation.

Remind the pupils not to pronounce the final ‘s’ on ‘suis’ and ‘es’. This shouldn’t be a problem as they have had lots of exposure to the spoken form by now in the listening activity.

Students then swap roles.

Pairs can time themselves, repeating the activity to see how quickly they can complete all the sentences and translations.

With each new game, different sentences will be generated.

Note: the pupils will be creating sentences as per the cards only, and so will not need the feminine form of the adjectives.

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Writing! Écrire!

Écrire

Victoria Hobson

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Rachel Hawkes

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Adjective Agreement�

Masculine & feminine singular

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Adjective agreement

Victoria Hobson / Emma Marsden

In French, when an adjective describes a feminine noun, the adjective’s spelling and sometimes its sound change.

The most common change is to add an ‘e’ to the end of the adjective.

(This is for adjectives not already ending in ‘e’.)

Masculine

Il est anglais.

She is English.

Feminine

Elle est anglaise.

He is English.

You pronounce the ‘s’ when there is an ’e’ at the end.

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Adjective agreement

Pronunciation can change when adding an ‘e’ to an adjective describing a feminine noun.

Remember the two rules: Silent Final Consonant & Silent Final ‘e’.

Masculine

Il est anglais.

Silent final ‘e’.

Feminine

Elle est anglaise.

Silent final consonant.

The ‘s’ is not pronounced.

The ‘e’ is not pronounced.

The ‘s’ is pronounced.

An ‘e’ at the end, means you pronounce the final consonant.

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Lire

je suis francais et grand

@fortnightmegafan

Isobella

Ludovic

je suis grand et anglais

@coolkat

Didier

Coco

je suis petit et français

@sportster91

David

Amie

je suis anglais et petit

@fashionista

Chloe

Martin

je suis anglaise et grande

@luvtoshop

Emilie

Eddie

je suis grande et française

@crazeeTee

Thalia

Toby

1)

2)

3)

4)

5)

6)

je suis petite et française

@booboo456

je suis anglaise et petite

@moviestar

7)

8)

Bella

Paul

Elodie

You are getting to know some French students online. �But @usernames don’t tell you if the person is male or female. �Look carefully at the adjective. Write 1-8 and M (male) or F (female).

Victoria Hobson

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Paul

Zara

Isobel

Anna

Chloe

Luc

Pierre

Marc

Écouter

C’est qui?

Some students have got lost. The teacher describes them. �Listen to the adjectives and write the correct names.

Marc

Pierre

Zara

Paul

Isobel

Anna

Luc

Chloe

Victoria Hobson

1

2

3

4

5

6

7

8

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

74 of 78

Victoria Hobson

Masculine

Feminine

grand

grande

petit

petite

anglais

anglaise

français

française

Meaning

big

small

English

French

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

This slide can be used in a number of ways:

To reinforce pronunciation changes ahead of the speaking, in a listen and repeat whole class style
To check students’ understanding of the vocab
To practise pronunciation changes.

Whole class – the teacher asks individuals to give the correct answer.

or:

Pairwork: when the adjective disappears, ask students to turn to their partner and say the adjective out loud. This could be then be practised a few times, with a competition element added by shortening the time sequence on the animation. Challenge pairs to complete within the new speeded up time.

4) As a help-sheet which can be printed out for reference at any point during the speaking and writing activities for those students who need it. (Duplicate the slide and select print “2 to a page” for A5 size help sheets)

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Paul

Zara

Isobel

Anna

Chloe

Luc

Pierre

Marc

Parler

Partner A

Partner B

C’est qui?

(adjective)+(adjective)

C’est …(name)

Victoria Hobson

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Note: Students can complete this activity just using the board. Partner A choses a person, and say the two adjectives that describe that person (ensuring s/he gives the correct form). Partner B identifies the person, ‘C’est X’. They then swap roles.

If using cards:

Print off and cut up the cards for a set per pair. Have the cards in an envelope/bag. Leave this slide on display as students will need to see this.

Partner A picks out a card and gives the two adjectives (in the correct form) to describe the person on the card.

This will only generate one possible correct response.

Partner B then determines who it is by listening carefully to the form of the adjectives.

E.G.

A) française et petite

B) C’est Chloe

Students then swap roles.

Students could tally their scores every time they correctly identify the person.

NB. By putting the card back in the bag after their turn, this ensures plenty of practice and ensures that the students can’t work out who it will be by process of elimination.

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Paul

Zara

Isobel

Anna

Chloe

Luc

Pierre

Marc

Écrire

1
2
3
4
5
6

Now choose to write the descriptions for six of these young people.

e.g., Zara est anglaise et grande.

Victoria Hobson

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Today’s talk

Principles and key features of NCELP SoW
Walk through of SoW document
Presentation of resources based on each strand of the SoW
Any questions?
Brief tour of the NCELP Resource Portal Collections

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Davies, M., & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). London: Routledge
Jones, R., & Tschirner, L. (2006). A frequency dictionary of German: Core vocabulary for learners. London: Routledge
Lonsdale, D. & Le Bras. Y. (2009). A frequency dictionary of French: Core vocabulary for learners. London: Routledge
Milton, J. (2006). Language Lite: Learning French vocabulary in school. Journal of French Language Studies, 16, 187-205.
Milton, J. and Alexiou, T. (2009). Vocabulary size and the Common European Framework of Reference for Languages. In B. Richards., Daller, M., Malvern, D., Meara, P., Milton, J., & Treffers-Daller (Eds.) Vocabulary studies in first and second language acquisition. The interface between theory and application. Basingstoke: Palgrave Macmillan.
Nation, P. (2001). How good is your vocabulary program? ESL Magazine, 4(3), 22-24.
Nation, P. & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt., & M. McCarthy (Eds.) Vocabulary: Description, acquisition and pedagogy (pp. 6-19). Cambridge: Cambridge University Press.
TSC (2016). Modern Foreign Languages Pedagogy Review. A review of modern foreign languages teaching practice in key stage 3 and key stage 4. (Chair: Ian Bauckham). Teaching Schools Council.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes