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Presenter: �Rachel Hawkes

Wednesday 19 October

Teaching KS3 with the new GCSE in view

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Implications of the new GCSE

Vocabulary – working with a defined content
Phonics – teaching knowledge for read aloud and dictation
Speaking – unplanned interactions
Reading – depth of word knowledge and inference

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Vocabulary

recognising the importance of knowing individual words
identifying words for KS3 from the defined content at KS4
making room for personalisation
maximising the number of spaced encounters with each word
practising word knowledge in all modes and modalities
maintaining an element of retrieval struggle
developing depth of vocabulary knowledge

Let’s start with vocabulary, and the implications for our teaching of having a defined content, a list of words (85% of which come from the most common 2000 words) from which pretty much all assessment material will be created.

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The first thing to recognise is the importance of knowing individual words extremely well. The words on list will be for production as well as comprehension. And why is it so important to know them as individual words as opposed to phrases? Well, whilst people like to say that we know words by the company they keep, but the thing about high-frequency words is that they are not that particular about the company they keep. They’ll find their way into many sentences with many different partners, so it’s important that our pupils recognise individual word meanings and can build novel sentences from individual words.

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Second, we will want to identify words for teaching at KS3 that are part of the defined content at KS4, and ideally also at KS2. Remembering that the ambition is for 90% students to take a language at GCSE. Currently the vast majority of those that do so are more proficient learners. To include a greater proportion of middle to lower attaining learners we will want to increase the length of the learning journey and maximise the learning opportunities for all our students, so that they have the best chance of success. At a rate of 3-4 words per week, primary learners could learn between 400-500 words over the 4 years of KS2, giving them a very important springboard into KS3 and KS4, as long as the words, structures and sounds of the language they are learning are part of the essential core knowledge that’s set out in the new GCSE subject content.

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Linked to that is our ability then to make room for students to personalise their vocabulary.�[click]

Recognising that students need anywhere between 5 and 20 intentional encounters with a word to learn it, and that these encounters are most beneficial when spaced, we will want to plan our teaching, and multiple revisiting of all of the words.

[click]

Knowing that word knowledge is strengthened by practice and in particular when practice mirrors the ways in which students will use the words later (in the case of the GCSE that means both in oral and written comprehension and production), students will benefit at KS3 from practising their word knowledge in all modes and modalities. We can take a bit of time to audit our department’s teaching to see whether we over-emphasise some types of practice at the expense of others. It might be, for example that we don’t listen to understand vocabulary as often as we read to understand it. And perhaps our students write vocabulary from memory more often than they speak it. We can address any imbalances with find with specific activities.

[click]

It is helpful to maintain an element of struggle – whereby students work hard to retrieve word meanings rather than having too ready a recourse to printed materials that prompt them or from which they can read.

[click]

Finally, over time we can build in a range of different tasks that develop depth and fluency of vocabulary knowledge, as well as breadth. For depth we can use inferencing, word pattern tasks, synonym/antonym activities, associations or gap-fills. We can develop fluency by adding an element of time pressure and also by repeating tasks, particularly speaking activities. We’ll come back to these in part 4 on reading.�

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Quick wins [1] Identify words

Download the NCELP/Eduqas GCSE list
Paste your KS3 SOW vocabulary into it
Select columns C and E
Use Conditional formatting 🡪 Highlight rules 🡪 Duplicate cells
Do a manual check of any unhighlighted cells in column E

Pink shows the words taught at KS3 which are also on the exemplar GCSE list.

We want to know how much of the current KS3 vocabulary we teach is likely to be on the GCSE word list.�It will be some months before we have all the AO word lists [but we do know Educas are using NCELP lists] BUT we do know that all lists must have 85% of the 1200 and 1700 words within the most common 2000 so there is likely to be a large degree of overlap, and to guestimate a ballpark, probably a maximum of 100-200 words difference.��One quick check we can do is to compare the NCELP exemplar GCSE list with our own KS3 SOW list of words.�This is a rough and ready way to do it (without formulae!)�The reason for the manual check is that the format of your KS3 list won’t be exactly the same. �E.g. remove any articles from nouns.�If any of your words have additional punctuation or brackets within the cell then it won’t show up as an exact duplicate, so worth spending a little time tidying it up to get a more accurate picture.��We can use the highlighted KS3 list to prioritise vocabulary for learning and testing.

Even without any other changes to vocabulary content, this initial step is useful.�Individual depts will need to decide if to make any further changes (i.e. take out particular vocabulary, put in other high frequency).

Regular vocabulary learning and testing seems important, too.��

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Quick wins [2] Spaced revisiting

pre-learning �(wk 1)
spring test �(wk 20)
summer test �(wk 33)
year 8/9 revisiting
follow-up testing every year

spaced repetition, 10+ encounters (e.g., Webb 2007)

7.1.1	2	3�4	être �(je, tu, il/elle)�regular adjective gender agreement (as complement to verb only); �intonation questions	est [5], il¹ [13], elle¹ [38], amusant [4695], calme [1731], content [1841], intelligent [2509], malade [1066], méchant [3184], triste [1843], mais [30], ou [33], merci [1070]	N/A	N/A

7.1.1	5	9�10	être & avoir�(je, tu, il/elle)�feminisation of job titles (-e)�subject pronouns il/elle meaning 'it'� indefinite articles	il² [13], elle² [38], ami [467], amie [467], chanteur [3251], chanteuse [3251], femme [154], homme [136], professeur [1150], professeure [1150], drôle [2166], intéressant [1244], faux [555], sympa(thique) [4164], vrai [292]	est [5], il1 [13], elle1 [38], amusant [4695], calme [1731], content [1841], intelligent [2509], malade [1066], méchant [3184], triste [1843], mais [30], ou [33], merci [1070]	N/A

7.1.2	3	19�20	-ER verbs� (je, tu, il/elle)�present simple used with its continuous meaning�à with certain verbs�(at)�two-verb structures: aimer + infinitive	aimer [242], cocher [>5000], passer¹ [90], porter¹ [105], rester [100], trouver [83], école [477], moment [148], semaine [245], solution [608], uniforme [1801], chaque [151], à¹[4], avec [23]	faire [25], fais [25], fait [25], ça [54], activité [452], courses [1289], cuisine [2618], devoirs [39], lit [1837], ménage [2326], modèle [958], quoi [297]	est [5], il1 [13], elle1 [38], amusant [4695], calme [1731], content [1841], intelligent [2509], malade [1066], méchant [3184], triste [1843], mais [30], ou [33], merci [1070]

“Vocabulary introduction and revision should be carefully planned.” (TSC)

wk

2

wk

5

wk

10

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KS2 SOW and resources

Y3/4

Rojo/Amarillo

Y5/6

Azul/Verde

Y3/4

Rouge/Jaune

Y5/6

Bleu/Vert

Y3/4�Rot / Gelb

Y5/6�Blau / Grün

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Quick wins [3] Variety of practice

La familia Madrigal

leer

2. La mala calidad del medio ambiente causa 12,6 millones de muertes al año

En la 1) ________ escena de la película, 2) ________ ver la casa Madrigal. Es una casa bonita de color 3) __________. Está 4) ________ de flores. La protagonista, Mirabel, 5) __________ a sus familiares:

• La madre, Julieta, tiene 50 años. Ella 6) ________ curar* a la gente enferma con su comida.

• El 7) ________, Agustín, no tiene un don mágico*. Es parte de la familia 8)________ es el esposo de Julieta. Él la 9) ______ y la apoya.

• La 10) ________ se llama Alma. Tiene 70 años. Ella es la “jefa” de la 11)________.

Escucha y comprueba las respuestas de los deberes.

primera

puedes

amarillo

llena

puede

presenta

padre

porque

ama

abuela

familia

*el don mágico = magical gift, talent

*curar = to cure

ama	porque
fuerte	abuela
padre	amarillo
muchas	presenta
prima	primera
puede	pelo
está	primo
llena	ver
familia	puedes

[1/2]

Homework tasks that are vocabulary focused don’t just need to be on Quizlet or similar. By Y8 and Y9 students will have quite a bunch of words that they are revisiting each week – these could be revisited via a reading gap fill like this.�The key thing is to set the revisiting schedule. And to ensure that students are learning new and revisiting previously taught vocabulary every week. �Trying to produce vocabulary from memory will be an important part of the learning routine.

And right now, before even doing anything more substantial in terms of re-organising your KS3 curriculum, you could already borrow vocabulary activities from the NCELP SOW because you’ll know that the vocabulary in them is on average 90%+ from the most common 2000 words, so the likely overlap with words that students will need for GCSE is substantial.

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• La 12) ________, Dolores, es una chica que puede oír ruidos muy bajos.

• El 13) ________, Camilo, es un chico que puede cambiar de forma* para parecer una persona diferente.

• El tío, Bruno, puede 14) ________ el futuro.

• La hermana mayor, Luisa, es muy 15) ________. Puede levantar 16)_________ cosas sin problema.

• La otra hermana mayor, Isabela, tiene el 17) ________ largo y negro. Las plantas crecen mágicamente cuando ella 18) ________ cerca.

prima

primo

ver

fuerte

muchas

pelo

está

[2/2]

*la forma = way, shape

ama	porque
fuerte	abuela
padre	amarillo
muchas	presenta
prima	primera
puede	pelo
está	primo
llena	ver
familia	puedes

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Un viaje a Valencia

Escribe las frases en español.
1. I visited the city of Valencia in March.
2. My mother reserved RENFE tickets.
3. My father found a hotel with a good restaurant.
4. It had some very pretty views
5. Did you look at some of my photos on Facebook?
6. Did you try any well-known dish from Valencia?
7. He ate for lunch the fish, but I tried the traditional paella.

escribir

Visité la ciudad de Valencia en marzo.

Tenía algunas vistas muy bonitas.

Mi madre reservó billetes de RENFE.

Mi padre encontró un hotel con un buen restaurante

¿Miraste algunas de mis fotos en Facebook?

¿Probaste algún plato conocido de Valencia?

Él almorzó el pescado, pero yo probé la paella tradicional.

What happens to a prenominal adjective before a masculine noun?

Remember, there’s no word for ‘did’ in Spanish.

Subject pronouns would be useful here!

Note: this is a Foundation version of the task. The animated callouts are presented as static tip boxes on the handouts.�

Timing: 12 minutes��Aim: to practise written production of language and structures from this week and prior learning.��Procedure:�1. Students translate the seven sentences from English into Spanish.�2. Students can peer mark this task (at the start of next lesson, perhaps).��Note: this task deliberately targets words and grammar from this week, whilst including other previously taught language, which is not credited in the markscheme. Students should attempt full sentences, but they should also be clear which words are targeted.�Each underlined section is worth 2 points, giving a total of 20 for the task.��Markscheme:�2 points – message communicated accurately�1 point – message communicated�0 – message not communicated��Note that item 3 repeats the same target structure as item 2. This is a 2^nd chance for students to get the 2 points for this structure. If they get it right in both items, they still receive two points (i.e., they do not score 22/20).

Teachers may consider it useful to include summary tasks like this (either weekly or fortnightly), recording the scores and sharing them with students and parents (e.g., on the schools online data system). The tasks provide a very useful regular snapshot of student effort and progress over time. In our department, we have teacher-marked every 1/3 of these tasks, with peer marking for the rest. We have generally considered that 14+/20 is a benchmark for good progress, whilst regular scores of >12 are of concern.

Image attribution:�Paul Lannuier from Sussex, NJ, USA, CC BY-SA 2.0 via Wikimedia Commons

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Un viaje a Valencia

Escribe las frases en español.
1. I visited the city of Valencia in March.
2. I paid for the RENFE tickets.
3. My father found a hotel near the port with a good restaurant.
4. It had some lovely views of the architecture, so I took lots of photos.
5. Did you look at the photos that my mother hung on the wall? They are all mine!
6. Did you try any well-known dish from Valencia?
7. I ate for lunch the fish, but he tried the paella valenciana.

escribir

Visité la ciudad de Valencia en marzo.

Tenía algunas vistas lindas de la arquitectura, así que saqué muchas fotos.

Pagué los billetes de RENFE.

Mi madre reservó un hotel cerca del puerto con un buen restaurante

¿Miraste las fotos que mi madre colgó en la pared? ¡son todas mías!

¿Probaste algún plato conocido de Valencia?

Yo almorcé el pescado, pero él probó la paella valenciana.

What happens to a prenominal adjective before a masculine noun?

Remember, there’s no word for ‘did’ in Spanish.

Subject pronouns would be useful here!

*Watch out for the spelling change*.

Note: this is a Higher version of the task. The animated callouts are presented as static tip boxes on the handouts.�

Timing: 10-12 minutes��Aim: to practise written production of language and structures from this week and prior learning.��Procedure:�1. Students translate the seven sentences from English into Spanish.�2. Students can peer mark this task (at the start of next lesson, perhaps).��Note: this task deliberately targets words and grammar from this week, whilst including other previously taught language, which is not credited in the markscheme. Students should attempt full sentences, but they should also be clear which words are targeted.�Each underlined section is worth 2 points, giving a total of 20 for the task.��Markscheme:�2 points – message communicated accurately�1 point – message communicated�0 – message not communicated��Note that item 5 repeats the same target structure as item 3. This is a 2^nd chance for students to get the 2 points for this structure. If they get it right in both items, they still receive two points (i.e., they do not score 22/20).

Similarly 5 and 6 repeat the same target structure.

Teachers may consider it useful to include summary tasks like this (either weekly or fortnightly), recording the scores and sharing them with students and parents (e.g., on the schools online data system). The tasks provide a very useful regular snapshot of student effort and progress over time. In our department, we have teacher-marked every 1/3 of these tasks, with peer marking for the rest. We have generally considered that 14+/20 is a benchmark for good progress, whilst regular scores of >12 are of concern.

Image attribution:�Paul Lannuier from Sussex, NJ, USA, CC BY-SA 2.0 via Wikimedia Commons

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Implications of the new GCSE

Vocabulary – working with a defined content
Phonics – teaching knowledge for read aloud and dictation
Speaking – unplanned interactions
Reading – depth of word knowledge and inference

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Phonics

Select SSCs to be taught and add them to the SOW
Gather ideas and resources for practising them
Identify additional sounds of the language (liaison, stress) and resources
Apply a systematic practice schedule
Assess phonics knowledge

For more info, refer to the summary rationale for teaching phonics document on the NCELP Portal.

We will cut to the chase here – I list steps on this slide and take you through practical examples that you can share with your departments as you work out how best to teach, practise and assess phonics with your students at KS3.

We are not really dealing any further with the ‘why’ today, that’s what our full CPD course is there for – which offers a full session of 2.5 hours dedicated to the why and how of teaching phonics at KS3&4,

[click]

though for reasons to teach phonics explicitly, you might find it helpful to read this rationale.

At the end of the day, the fact that the sound-writing relationship will be tested in the new GCSE will be reason enough to begin incorporating phonics teaching into SOW for most of us.

AOs are currently digesting the subject content and developing their specifications and in due course we will all get to see their designs for dictation / transcription and read aloud tasks. Some of you may have been able to see early prototypes in the AO meetings that are being held. But in the meantime, we do know exactly which SSC will be tested because there is a list of them for each of the three languages in the Subject Content grammar annexes.

So, when we want to think about how best to teach this knowledge to our students, where can we start?

NCELP proposes explicit teaching, but more importantly proposes systematic revisiting to develop this knowledge over time and that is why I referred to the phonics teaching rationale and the full CPD course.

Today's session can’t replace that course, but it does cut to some key ideas and pointers for practice, now, at KS3 (or KS2, even better).

[click]

First, it makes sense to get the list of SSC from the new GCSE subject content and add them to your KS3 SOW.

[click]

Then gather ideas for resources for teaching and practising them.

[click]

Look also at the additional sounds of the language (liaison, stress patterns) and for resources for those, too.

[click]�And as with all knowledge learnt in limited time in a classroom, we will want to set up a systematic schedule for spaced revisiting, and this is particularly key with phonics knowledge, which studies in the UK language learning context have shown to be susceptible to decay.

[click]

And we will want to know how pupils are doing with developing this knowledge, so we want to assess it.

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French GCSE phonics

silent final consonant
a
i/y
eu
e
au/eau/closed o/ô
ou
u
silent final e
é (-er, -ez)
en/an/em/am
on/om
ain/in/aim/im
è/ê/ai
oi/oy
ch
ç (and soft 'c')

qu
j
-tion
-ien
s-liaison
t-liaison
n-liaison
x-liaison
h
um/un
-gn-
r
open eu/œu
open o
-s-
th
-ill-/-ille
-aill-/ail

French, German and Spanish GCSE Subject Content

Annex A

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German GCSE phonics

long [a], including [ah], [aa] and short [a]
long [e] including [eh], [ee] and short [e]
[ei/ai]
[z]
[w]
[ie]
long [o], including [oh], [oo] and short [o]
long [i], including [ih] and short [i]
hard and soft [ch]
long [u], including [uh] and short [u]
long [ü/y], including [üh] and short [ü/y]
long [ä], including [äh] and short [ä]
long [ö], including [öh] and short[ö]
[äu]
[sch]
[sp-]

[st-]
[s-, -s-]
[ß] [ss] [-s]
[er]
unstressed [-er]
[v]
[au]
consonantal [r]
vocalic [r]
[eu]
[th]
unvoiced [-b], [-d], [-g]
[-ig]
[j]
[-tion]�[qu]

French, German and Spanish GCSE Subject Content

Annex B

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Spanish GCSE phonics

[a]
[o]
[e]
[i]
[u]
[ll]
[ch]
[ca]
[co]
[cu]
[cu] + vowel
[ce]
[ci]
[z]
[que]

[qui]
[ga]
[go]
[gu]
[ge]
[gi]
[gue]
[gui]
[j]
[ñ]
[v]
[-r-] [-r]
[rr] [r-] [-r-]*
silent h

French, German and Spanish GCSE Subject Content

Annex C

* word initial [r-] and [-r-] following consonants n, l or s is the same SSC as [rr].

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Phonics

Add the sound-symbol correspondences to SOW
Gather ideas and resources for practising them

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonetik - der Bodensee [1/2]

hören / schreiben

Kr_ _zlingen

[7] Fr_ _dri_ _shafen

[6] Hagn_ _

[8] Altenrh_ _n

[5] _allhausen

[2] _ _eckborn

[9] _omanshorn

[3] Radolf_ell

[4] Allensba_ _

1

3

4

5

6

7

8

9

eu

ie

ch

z

ch

W

S t

au

ei

R

2

Artwork: Steve Clarke

Students will be required to undertake dictation of short, spoken extracts (including some vocabulary from outside the vocabulary list) with credit for accurate spelling. �(GCSE Subject Content, DfE)

These extracts will be a minimum of 20 words at Foundation and 30 words at Higher. �(Ofqual guidance)

When you do browse the activities, it’s helpful to have a sense of what you’re looking at and how they vary, the progression that is envisaged, etc..�The sorts of activities you will find are varied in terms of context and theme (this one sits in a lesson about summer holidays where Kreuzlingen is the location, for example). �The activities also vary in terms of scope – e.g., one SSC, a single SSC contrasted with one other, or several different SSC.�They also vary word, sentence, paragraph level.�However, there are essentially two main ways to assess phonics knowledge and those are print to sound (or read aloud/decoding) or sound to print (or dictation/transcription) so all of the activities do either one of these or often both.

You can see that this activity is: transcription, several different SSC, at individual word level – it makes use of place names as ‘unknown words’ – this is a true test of phonics knowledge because students cannot just be remembering how previously taught words are pronounced.�In the new GCSE in the transcription task some words will be unknown but not all of them. The exact wording about this is that

[Click]

Students will be required to undertake dictation of short, spoken extracts (including some vocabulary from outside the vocabulary list) with credit for accurate spelling.

[Click]

We know that this will be a minimum of 20 words at Foundation and 30 words at Higher.�

In this resource the teachers notes suggest that teachers ask a few follow up (albeit display) questions to provide additional production practice.

�

Y8 Term 1.1 Week 1

Phonetik [1]

Time: 5 minutes��Aim:�To practise recognising and transcribing 10 previously taught SSC, in unknown words.

Procedure:�1. Click number to hear the full word. Students listen and transcribe only the missing letters.�2. Animations support item-by-item checking, as instant feedback on each SSC may be particularly helpful for students’ learning.�3. Teachers can additionally ask, Wo liegt [Hagnau]? Es liegt in [Deutschland]… Students have met the use of ‘in’ with die Schweiz. It will be helpful to focus their attention on the use of ‘in’ + der + Schweiz here, reminding them of the ‘in’ + movement (R2-accusative) or location (R3-dative) change.��SSC revisited here: [eu] [st-] [z] [ch-hard] [w] [au] [ie] [ch-soft] [ei] [r]��Transcript:�1 Kreuzlingen�2 Steckborn�3 Radolfzell�4 Allensbach�5 Wallhausen�6 Hagnau�7 Friedrichshafen�8 Altenrhein�9 Romanshorn

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Phonétique: SSC [r]

lire/parler

Catherine

Beatrice

Arthur

Rosalie

Rachid

Laurent

…roule en rond*

dans le vent.

…a nourri un wallaby en Australie.

…est sportif et

très rapide.

…veut être

une vraie actrice.

…fait un dessin

pur sur le mur*.

…va travailler dur

dans l’usine*.

Qui va avec chaque phrase?

Catherine

Arthur

Rosalie

Laurent

Béatrice

Rachid

1

2

3

4

5

6

*usine = factory, rouler en rond = ride in circles, dessin = drawing, pur = pure, mur = wall

This activity is one SSC, the [r] in French. The activity is a read aloud at level level, with a listen and check. There is an additional element of comprehension built in.�This is from Y9. Another thing to note here is the position of the SSC within the word – we try to vary this as much as possible, not just in practice activities, but in the initial selection of ‘source’ word for each SSC (that is the ‘peg’ word that each SSC is hung on) and the ‘cluster’ words, (which are the set of 4-5 additional example words that contain each SSC). The source and cluster words provide ‘hooks’ to return students do, in moments of pronunciation or transcription difficulty.

Y9 Term 3.2 Week 6

Timing: 4 minutes

Aim: Consolidation of SSC [r]

Procedure:

Students read the phrases aloud in pairs and match them to each person.
Click on buttons to play the audio.
Students listen and check their answers.
Click to reveal answers.

Transcript:

Beatrice veut être une vrai actrice.
Catherine va travailler dur dans l’usine.
Laurent roule en rond dans le vent.
Rosalie a nourri un wallaby en Australie.
Rachid est sportif et très rapide.
Arthur fait un dessin pur sur le mur.

Word frequency of cognates used (1 is the most frequent word in French): �wallaby [>5000], solide [1414], pur [1643]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency (1 is the most frequent word in French): �usine [1482], rouler [2599], rond [2268], dessin [2624], mur [1335]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Aquí tienes un mensaje de Lucía. ¡Faltan letras! Escucha y completa con las letras que no están.

escuchar / escribir

El año pasado viajamos a 1) Mála _ _ . El primer día nadamos en la Playa de la 2) Mala _ _ _ ta, y después visitamos el 3) Casti_ _o de 4) _ _ bralfaro. Luego

5) co _ _ mos el autobús hasta La 6) Va _ _ ada para hacer compras.

También pasamos unos días en 7) To_ _emolinos, en el Hotel La 8) Ba_ _a _ _ da. Disfrutamos mucho la zona de la 9) _ _ ri _ uela porque comimos mucho 10) pes _ _ do en los 11) _ _ irin _ _ _ tos. En la Playa 12) Ba _ _ ndi_ _o

13) al _ _ _ lamos unas 14) sombri_ _as para evitar el

15) da _ o del sol.

ga

gue

ll

Gi

gi

gu

rr

cu

Ca

h

ca

ch

gui

jo

ll

qui

ll

ñ

*pescado = fish

*chiringuito = beach bar

*alquilar = to rent

*sombrilla = beach umbrella

This activity is at paragraph level, contains a variety of previously taught SSC, and includes a transcription of individual SSC followed by a read aloud of the whole text.��This activity is from the final week of Y9 Spanish, just so we can begin to get a sense of progression through KS3.

Y9 Spanish Term 3.2 Week 7

Timing: 5 minutes

Aim: to identify a range of SSCs.

Procedure:

1. Students listen to the recording and try to write the missing letters.

2. The teacher shows the answers one by one.

3. Then, students in pairs read out the text, paying attention to the pronunciation of the SSCs.

Notes:

Note that a callout will appear at the end inclidung all of the unkonw words in this activity.

Transcript:

El año pasado viajamos a Málaga. El primer día nadamos en la Playa de la Malagueta y después visitamos el Castillo de Gibralfaro. Luego

cogimos el autobús hasta La Vaguada para hacer compras.

También pasamos unos días en Torremolinos, en el Hotel La Barracuda. Disfrutamos mucho la zona de la Carihuela porque comimos mucho pescado en los chiringuitos. En la Playa Bajondillo

alquilamos unas sombrillas para evitar el daño del sol.

Frequency of unknown vocabulary:

pescado [3449]; chiringuito [>5000]; alquilar [3786]; sombrilla [>5000]

Sources:

Photo of la Malagueta by Reiseuhu, taken from unsplash.com.

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Sounds of the �language

phonics

stress

syllables

liaison

rhythm

pronunciation

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French sounds of the language

Year 7	Phonics SSCs are introduced and practised in a series of short (approx. 10 minute) slots per lesson. For highly frequent vowels, two SSCs are introduced per week. Then, each SSC will be introduced on a weekly basis, with some closely related SSCs or key contrasts introduced together (e.g., 'i, eu'; 'ai, oi'). -s liaison and –t liaison are also introduced.
Year 8	Sound-symbol correspondences, stress, syllables, liaison, rhythm, pronunciation. SSCs continue to be introduced and practised in a series of short slots per lesson. Bold text = new SSCs introduced this year Normal text = SSCs revisited from Y7 Additional sounds of the language are introduced and practised such as stress, syllables, liaison, rhythm and pronunciation.
Year 9	Sound-symbol correspondences, stress, syllables, liaison, rhythm, pronunciation. SSC knowledge is further developed by activities focused on two or more SSC. Often these are tricky pairs, such as oi/oin, open o/closed o. In addition, difference in the sound depending on position with the word is practised again (e.g., -s-). All SSC are revisited. Attention is given to particular aspects of word and sentence stress. Several weeks practise fluency-related activities.

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Leur et leurs

grammaire

leur choix

leur rue

leur chambre

leurs idées

their choice

their road

their room

their ideas

In French, we use leur or leurs to say ‘their’:

You already know how to say ‘his’ and ‘her’ in French:

(m/f pl) noun:

(m/f) before a vowel/h:

(f) noun:

(m) noun:

Attention!

leurs idées - liaison

The words for ‘his’ and ‘her’ agree with the gender and number of the possession.

The words for ‘their’ agree with the number of the possession only.

sa mère

son enfant

ses enfants

son père

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On a quoi ?

		one	more than one	could be either
1.	She’s watching their deer.
2.	He’s fixing their aircraft.
3.	I like their jeans.
4.	I enjoy watching their series.

lire

		one	more than one	could be either
1.	Je veux visiter leurs pays.
2.	Elle aime bien leur cours.
3.	Tu connais leurs fils ?
4.	Je comprends leur choix.

In English, we cannot tell this from the possessive adjective alone:

In French, the possessive adjective tells us whether we are talking about one or more than one thing:

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Saying ‘their’

Voici leurs vélos.

Here are their bikes.

écouter / parler

Saying ‘their’

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Saying ‘their’

Leurs amis sont sympas.

Their friends are nice.

écouter / parler

Saying ‘their’

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Saying ‘their’

Leurs chiens sont sages.

Their dogs are well-behaved.

écouter / parler

Saying ‘their’

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Saying ‘their’

J’aime leurs idées.

I like their ideas.

écouter / parler

Saying ‘their’

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Recommandations

lire

J’aime bien leur / leurs crêpes.

leurs

La réceptionniste fait des recommandations.

Lis les phrases et choisis le bon mot.

la crêpe �A type of very thin pancake.

Timing: 8 minutes. This is slide 1/8.

Aim: To practice the written recognition of the third-person plural possessive adjectives leur and leurs and connecting these with meaning (singular and plural nouns). Written comprehension of sentences on each slide. Cultural awareness of French food specialties.

Procedure:

Discuss as a class what this French food item could be.
Click to reveal a gloss and/or information about the French food item.
Students read the sentence and choose the grammatically correct possessive adjective.
Click to reveal the answer.
Students say the sentence aloud, focusing on the presence or absence of the s-liaison in the plural forms.

Word frequency of unknown words used (1 is the most frequent word in French): �crêpe [>5000], lorraine [>5000], huître [>5000], raclette [>5000], escargot [>5000], ratatouille [>5000], foie [4817], gras [4018]

Word frequency of cognates used (1 is the most frequent word in French): �quiche [>5000], macarons [>5000], dessert [>5000], recommandation [>5000], réceptionniste [>5000]

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Recommandations

lire

Je n’aime pas leur / leurs quiche lorraine.

leur

la quiche lorraine �A French tart with a pastry crust filled with custard, cheese, and bacon.

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Recommandations

lire

Leur / Leurs huîtres coûtent très chères.

Leurs

l’huître (f.)

oyster

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Recommandations

lire

Il faut prendre leur / leurs raclette !

leur

la raclette � This is a bit like cheese fondue. It involves heating the cheese and scraping off the melted part.

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Recommandations

lire

Tout le monde aime leur / leurs escargots.

leurs

l’escargot (m.)

snail

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Recommandations

lire

Leur / Leurs ratatouille est délicieuse.

Leur

la ratatouille

A stewed vegetable dish, typically served in the south of France.

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Recommandations

lire

Leur / Leurs foie gras ne coûte pas trop cher.

Leur

le fois gras This means ‘fatty liver!’ It is made from the liver of a duck or goose.

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Recommandations

lire

Je prends toujours leur / leurs macarons au dessert.

leurs

le macaron (m) This is made from two light meringue biscuits sandwiched together with a sweet filling.

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Choisir un restaurant

	idées / décisions
	animaux / chiens
	annonces / glaces
	entrées* / plats
	oiseaux / chiens
	amis / cousins
	enfants / parents
	acteurs / chanteurs

écouter

1

2

3

4

5

6

7

8

Aurélie, Élodie et Léa ne peuvent pas choisir un restaurant. �Écoute leur conversation. C’est quel mot?

1

2

3

4

5

6

7

8

idées

animaux

glaces

entrées

chiens

amis

parents

chanteurs

Which three restaurants do they discuss?

Make notes about each option.

1. The restaurant next to the river

You can play with the animals

They have interesting ice creams.

Their starters are expensive.

Léa’s favourite dogs are on holiday.

2. The restaurant in the countryside

Their friends used to work there/don’t anymore

Their friends’ parents have a café in Spain.

3. The restaurant in front of the library

Their favourite singers are often there.

*les entrées = starters

Timing: 6 minutes

Aim: Aural recognition of the possessive adjectives votre, vos, leur and leurs and connecting these with meaning (nouns beginning with vowels or consonants).

Procedure:

Click the numbered audio button of the left to listen to the audio. The noun is beeped out.
Students choose which of two options are most appropriate in the gap based on whether or not they hear the –s in the adjective.
Click to reveal the answers.
Click the numbered audio button on the right to hear the audio in full.
Click to reveal the instruction for the comprehension element. Students listen to the full audio again, taking notes in English about each of the three restaurants as they go.
Click to reveal answers.

Transcript:

1. Aurélie : Quelles sont vos [idées] alors ?

2. Léa : Je veux aller au restaurant à côté du fleuve. On peut jouer avec leurs [animaux].

3. Élodie : Leurs [glaces] sont intéressantes aussi.

4. Aurélie : Oui, mais leurs [entrées] coûtent cher.

5. Aurélie : Et vos [chiens] préférés sont en vacances.

6. Léa : Ah, c’est vrai. Est-ce que vos [amis] travaillent encore au restaurant dans la campagne ?

7. Aurélie : Non, ils ont quitté le restaurant. Leurs [parents] ont un café en Espagne .

8. Aurélie : Hmm ... vos [chanteurs] préférés sont souvent au restaurant devant la bibliothèque ?

Word frequency of unknown words used (1 is the most frequent word in French): �entrée [808]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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German sounds of the language

Year 7	Phonics SSCs are introduced and practised in a series of short (approx. 10 minute) slots per lesson. For the highly frequent vowels SSCs, two SSCs are introduced per week, Then, each SSC will be introduced on a weekly basis, with some closely related SSCs or key contrasts introduced together (e.g., long and short 'a').
Year 8	Sound-symbol correspondences, stress, syllables, rhythm, pronunciation. SSC knowledge is further developed by activities focused on two or more SSC. Often these are tricky pairs, such as EI/IE, V/W. In addition, difference in the sound depending on position with the word is explored (e.g., d-vs -d, g-, -g-, -g). In some weeks, several SSC are revisited. Four new SSC are introduced: [ai], [-tion], [-ung] and [y]. Fluency-related activities begin to be practised.
Year 9	Sound-symbol correspondences, stress, syllables, rhythm, pronunciation. SSC knowledge is further developed by activities focused on two or more SSC. Often these are tricky pairs, such as EI/IE, V/W. In addition, difference in the sound depending on position with the word is practised again (e.g., d-vs. -d, g-, -g-, -g). All SSC are revisited. Attention is given to particular aspects of word and sentence stress. Several weeks practise fluency-related activities.

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Phonetik

lesen / sprechen

Das perfekte Rezept für eine Boyband

Für diese Art Projekt gibt es ein optimales System. Das Prinzip ist klar und das Konzept einfach. Jede Person hat ihre Funktion: Eine Person schreibt den Text, eine Person schreibt die Musik, und so weiter. Die Kommunikation und Akzeptanz in der Gruppe sind ein internationales Erfolgsrezept für Top Hits in den Charts.

60

Sekunden

0

LOS!

Person A liest den Text. Person B hört zu.�Pay attention to the syllable stress!

Das perfekte Rezept für eine Boyband

Für diese Art Projekt gibt es ein optimales System. Das Prinzip ist klar und das Konzept einfach. Jede Person hat ihre Funktion: Eine Person schreibt den Text, eine Person schreibt die Musik, und so weiter. Die Kommunikation und Akzeptanz in der Gruppe sind ein internationales Erfolgsrezept für Top Hits in den Charts.

der Erfolg – success

From Year 9 Term 1.1 week 1, students have the opportunity to develop confidence and fluency in decoding (reading aloud) cognates and near-cognates that are pronounced with different syllable stress from their English equivalents.�[Refer to the procedure below]

……………………………………………………………………………………………………………………………………………………

9.1.1.1

Original teacher notes

Timing: 10 minutes (two slides)��Aim: to develop confidence and fluency in decoding (reading aloud) cognates and near-cognates that are pronounced with different syllable stress from their English equivalents.��Procedure:�1. Person A reads the text aloud, paying particular attention to the syllable stress on the cognates.

2. Person B listens and offers feedback on any words that are incorrectly stressed.�Note that the stressed syllables are underlined for this stage of the task, to support both students.

3. Listen to the native speaker reading the same text to check.

4. Click to bring up the unmarked version of the text.

5. Person B reads this second version aloud, and Person A offers feedback, as required.

6. Move to the next slide for the second part of the task.

Word frequency (1 is the most frequent word in German): �Rezept [4191] Projekt [720] System [384] Prinzip [865] Konzept [1186] Person [357] Funktion [406] Kommunikation [1523] Akzeptanz [>5009] Top [>5009] Hit [>5009] Chart [>5009] Erfolg [541] international [426] optimal [1880]

Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

��

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Phonetik

lesen / sprechen

Schooljam – das Schülermusikprojekt

Schooljam ist ein tolles Musikprojekt speziell für Jugendliche. Die Organisation hat kulturelle und soziale Aspekte und macht keinen Profit. Seit 2002 kann man mit eigenem Musikmaterial individuell oder als Gruppe bei der Initiative mitmachen. Das ist gut für Kompetenzen wie Toleranz und Kreativität – und es ist cool!

60

Sekunden

0

LOS!

Person B liest den Text. Person A hört zu.�Pay attention to the syllable stress!

Schooljam – das Schülermusikprojekt

Schooljam ist ein tolles Musikprojekt speziell für Jugendliche. Die Organisation hat kulturelle und soziale Aspekte und macht keinen Profit. Seit 2002 kann man mit eigenem Musikmaterial individuell oder als Gruppe bei der Initiative mitmachen. Das ist gut für Kompetenzen wie Toleranz und Kreativität – und es ist cool!

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Spanish sounds of the language

Year 7	Phonics SSCs are introduced and practised in a series of short (approx. 10 minute) slots per lesson. For the highly frequent vowels SSCs, two SSCs are introduced per week, Then, each SSC will be introduced on a weekly basis, with some closely related SSCs or key contrasts introduced together (e.g., 'ca, co, cu'; 'ce, ci'; 'll & l').
Year 8	Sound-symbol correspondences, stress, syllables, rhythm, pronunciation. SSC knowledge is further developed by activities focused on two or more SSC. Often these are tricky pairs, such as R/RR. In some weeks, several SSC are revisited. Additional sounds of the language are introduced and practised such as stress patterns and the related rules for spelling.
Year 9	Sound-symbol correspondences, stress, syllables, rhythm, pronunciation. SSC knowledge is further developed by activities focused on two or more SSC. Often these are tricky pairs, such as R/RR, L/LL. In most weeks, several SSC are revisited. �Many weeks revisit the stress patterns introduced in Y8. Several weeks practise fluency-related activities.

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Stress patterns and spelling

HIGHER TIER

Key stress positions and associated spelling rules

The list which follows specifies key spelling rules determined by the position of stress,

which students will need to learn at GCSE to be able to accurately transcribe and read

aloud unknown words.

When reading words aloud in Spanish:

• stress any vowel that has a written accent

• stress the final syllable in a word, except:

o stress the penultimate syllable for any word ending in a vowel, ‘n’, or ‘s’

(unless there is a written accent)

When transcribing Spanish, only write an accent on the stressed vowel for:

• words with stress on a final syllable ending in a vowel, ‘n’, or ‘s’

• words with stress on penultimate (second to last) syllable for a word ending in a

consonant (other than ‘n’ or ‘s’)

all words with stress on the antepenultimate (third to last) syllable

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Text exploitation: Don Quijote

Tenía vs había

Imperfect tense

Y9 Spanish

Term 3.1 – Week 4 – Lesson 55

Amanda Izquierdo, Louise Caruso�Artwork: Mark Davies

Date updated: 09/05/22

Here the 2X sounds of the language activities from the text exploitation week.

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Artwork by Mark Davies. All additional pictures selected are available under a Creative Commons license, no attribution required.

With thanks to Rachel Hawkes for her input on the lesson material and Blanca Román for native teacher feedback.

Learning outcomes (lesson 1):

Introduction of ‘tenía’ and ‘había’.

Introduction of new vocabulary.

Consolidation of the use of ‘de’ between two nouns to describe a type of thing.

Consolidation of the third person singular in the imperfect tense for –ar (-aba) and –er/-ir (-ía) verbs.

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

9.3.1.4 (introduce): había [13]; tenía [19]; caballero [2056]; amor [283]; sobre todo [N/A]; imaginar [500]; desear [542]; increíble [1642]; nombre [215]; arma [918]; convencer [1049]; prometer [1461]; a punto de [189]; enemigo [1066]; continuar [396]

Note: words in bold are introduced in lesson 1 of this sequence

9.3.1.1 (revisit): hace (with meaning 'ago') [26]; entregar [626]; contestar [669]; firmar [1056]; proyecto [379]; universidad [387]; empresa [315]; carrera¹ [481]; negocio [688]; jefe [726]; reunión [947]; oficina [1072]; vez [59]; útil [3951]; por³ [15]

9.2.2.1 (revisit): tuve [19]; tratar [141]; realizar [205]; incluir [417]; comprender [434]; conseguir [286]; respetar [1191]; ley [334]; público [329]; plano [1617]; (al) principio [338]; (al) final [366]; manifestación [1837]; protagonista [1926]; idea [247]; millón [248]; acción [404]

Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in NCELP resources are given in the NCELP SOW and in the resources that first introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

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Fonética

escuchar / escribir

Remember that for words with penultimate syllable stress:

- if the word ends in any vowel or ‘n’ or ‘s’ then there will be no accent.

- if the word ends in any consonant except ‘n’ or ‘s’, then there will be an accent.

Escucha las frases y escribe las palabras que no están. ¿Necesitan una tilde?

1. El _____________ era un _____________ no muy _____________.

3. Tenía un _____________ bastante _____________ pero _____________.

4. Quería conseguir un _____________ muy _____________ .

5. Hay una ____________ con su ___________ fuera del ____________ de San Juan.

2. Su _____________ _____________ no era _____________ para los _____________.

protagonista

hidalgo

hábil

espada

rota

combates

caballo

débil

récord

difícil

Alcázar

figura

útil

dócil

escultura

*hábil = skillful

*espada = sword

*roto/a = broken

*dócil = docile

*escultura= sculpture

*alcázar= fortress

*hidalgo= nobleman

1

2

3

4

5

Timing: 5 minutes

Aim: to revisit the rules for penultimate syllable stress.

Procedure:

Students listen to each sentence and transcribe the words that they hear. They have to consider the rules and decide whether each word needs an accent or not.
The teacher shows the answers one by one.

Transcript:

El protagonista era un hidalgo no muy hábil.
Su espada rota no era útil para los combates.
Tenía un caballo bastante débil pero dócil.
Quería conseguir un récord muy difícil.
Hay una escultura con su figura fuera del Alcázar de San Juan.

Frequency of unknown vocabulary:

hidalgo [>5000]; hábil [4389]; espada [3470] ; roto/a [3053]; combate [2504]; dócil [>5000]; récord [4902]; escultura [2502]; figura [632]; Alcázar [>5000]

‘Combate’, ‘figura’ and ‘récord’ are not glossed as the word is the substantial majority of letters are the same in English and Spanish; they have the same meaning in both languages and any difference in spelling does not impede understanding.

Photo of the Alcázar de San Juan - Monumento a Don Quijote y Sancho Panza, available under the Creative Commons CC0 1.0 Universal Public Domain Dedication.

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Fonética

escuchar / escribir

Remember that for words with penultimate syllable stress:

- if the word ends in any vowel or ‘n’ or ‘s’ then there will be no accent.

- if the word ends in any consonant except ‘n’ or ‘s’, then there will be an accent.

¡Ahora tú!

Estudiante A lee sus frases a estudiante B.

Estudiante B escucha y escribe las palabras. ¡Debes pensar en las tildes!

1. El enemigo es bastante débil.

El enemigo es bastante débil.

Ejemplo:

Estudiante A

Estudiante B

1. El _________ es _________ _________.

enemigo

bastante

débil

á

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Estudiante A

Estudiante B

1. Salió del túnel y entonces encontró un gigante.

3. En el jardín había una estatua de un ángel de mármol.

2. La pronunciación de su nombre no era fácil.

2. Alrededor de su vivienda había césped.

4. Era el líder del grupo porque era muy ágil.

3. Tenía un carácter muy fuerte y unos bíceps enormes.

1. Viajaste a Cádiz para visitar a la dama.

4. El monumento era maravilloso pero frágil.

3. En el jardín había una __________ de un __________ de __________.

2. Alrededor de su __________ había __________.

1. Viajaste a __________ para visitar a la __________.

4. El _____________ era _____________ pero __________.

--------------------------------

1. Salió del __________ y __________ encontró un __________.

2. La pronunciación de su __________ no era __________.

4. Era el __________ del __________ porque era muy __________.

3. Tenía un __________ muy __________ y unos __________ __________.

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Estudiante A

Estudiante B

3. En el jardín había una __________ de un __________ de __________.

2. Alrededor de su __________ había __________.

1. Viajaste a __________ para visitar a la __________.

4. El _____________ era _____________ pero __________.

1. Salió del __________ y __________ encontró un __________.

2. La pronunciación de su __________ no era __________.

4. Era el __________ del __________ porque era muy __________.

3. Tenía un __________ muy __________ y unos __________ __________.

Cádiz

dama

vivienda

césped

estatua

ángel

mármol

monumento

maravilloso

frágil

túnel

entonces

gigante

nombre

fácil

carácter

fuerte

bíceps

enormes

líder

grupo

ágil

*dama =lady

*vivienda = home, dwelling

*césped = lawn

*estatua = statue

*mármol = marble

*maravilloso = marvelous

*túnel = tunnel

*gigante = giant

*carácter = character, personality

*enorme = enormous

*líder = leader

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Implications of the new GCSE

Vocabulary – working with a defined content
Phonics – teaching knowledge for read aloud and dictation
Speaking – unplanned interactions
Reading – depth of word knowledge and inference

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Speaking

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

Ofsted research review: languages

I’ve added this slide with notes below to give context and make links with wider documents out there, but I will leave it to you to read the notes later. We’ll crack on with the concrete ways forward and lesson examples. Having tried this out previously, I know it’s the only way to keep things on track timewise!

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 unplanned 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 unplanned – 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 ‘unplanned conversation’ and ‘unplanned 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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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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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

Unscripted Speaking

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

Unscripted Speaking

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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

Unscripted Speaking

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Articulate! Un juego

Jugáis en grupos de cuatro.
Una pareja juega contra otra pareja.
El primer jugador elige una palabra de la lista.
Tiene que describir la palabra a su pareja sin decir la palabra.
Su pareja debe decir la palabra correcta.
La pareja con más palabras correctas gana.

Por ejemplo: moderno:

“Describe una idea o un producto que es nuevo.”

You can give your partner some clues:

”Empieza con la letra…”

“es un adjetivo/verbo/nombre”

Unscripted Speaking

A task from towards the end of Y9

[1/3]

Timing: 6 minutes

Aim: Oral and written production of this week’s new and revisited vocabulary; circumlocution practice.

This task can be done with three levels of challenge:

High challenge: Students take a Spanish word and describe it in Spanish without the aid of additional clues.
Medium challenge: Students translate the printed English clues (slide 29) to their partner, who guesses the Spanish word.
Low challenge: Students can read the printed Spanish clues to their partner (slide 30), who guesses the Spanish word.

Procedure:�1. Students work in pairs together with another pair.

2. The first player in each pair chooses a word on the list and tries to describe it without using the word itself (use the example on the slide to demonstrate).

3. The listening player in each pair tries to guess which word on the list is being described. They can have two guesses at most! If the word is guessed correctly, it is crossed off the list and the team scores a point. The opposing team can police this!

4. Play passes to the listening player who now chooses a new word.

5. Students repeat steps 2-4 for a total of three minutes. The easiest words will be snapped up first, so the game gets harder as it goes on.

6. The team with the most points after 3 minutes is the winner.

Word frequency of unknown words (1 is the most frequent word in Spanish):

medio [395]

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Articulate! English clues

hablar

moderno, moderna

Another word to describe something that is new.

el dueño

This words describes a person who has something, a house, a car, a bar...

la hambre

You have it when you need to eat.

único, única

When there is only one.

la talla

When you buy clotes you look at this information to know if it’s big or small.

la sed

You have it when you need to drink.

gratis

It describes something that you don’t have to pay.

cierto, cierta

Another word for ‘true’.

el restaurante

You go to this place to have diner with your family or friends.

la cola

When you wait with other people, one behind the other.

optimista

A person with a lot of hope that sees the glass half* empty.

*medio

maravilloso, maravillosa

Another word for great.

el recuerdo

Something that people have to remember the holidays.

el aire

Where birds and planes can fly.

normal

It describes something that is not strange or something that happens everyday.

México

A country famous for the Day of the Dead.

la escritora

A woman that writes books.

eras

Like ‘eres’ but in the past.

el transporte

An example is the metro, or the train.

popular

It describes something that a lot of people like.

Unscripted Speaking

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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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Implications of the new GCSE

Vocabulary – working with a defined content
Phonics – teaching knowledge for read aloud and dictation
Speaking – unplanned interactions
Reading – depth of word knowledge and inference

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Reading

deepening word knowledge

association
synonyms / antonyms
substitution

engaging in longer text comprehension tasks
practising lexical inferencing
developing knowledge of cognates
extending word pattern knowledge
eliciting affective responses

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Developing depth

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Longer text comprehension

lesen

Ali Can wurde in der Türkei geboren und ist in Deutschland aufgewachsen. Er ist ein sozialer Aktivist und will weniger Rassismus und mehr Liebe in Deutschland. Mit seinem Hashtag MeTwo ist er berühmt geworden. Menschen mit Migrationshintergrund* benutzen das Hashtag, wenn sie über ihre Erfahrungen mit Rassismus* sprechen wollen.

Florian Wirtz spielt für Bayer Leverkusen in der Bundesliga. Schon als Kind war es sein Traum, Fußballspieler zu werden. Sein Vater arbeitet für einen Fußballverein und inspiriert ihn. Im Alter von 17 Jahren und 34 Tagen wird er mit seinem Tor* gegen Bayern München der jüngste Spieler, der in der Bundesliga ein Tor erzielt*.

Luisa-Marie Neubauer ist eine Umweltaktivisitin und eine Organisatorin von der Fridays for Future Bewegung. Ihre Großmutter war auch Aktivistin und hat Luisa als Kind inspiriert*, mehr für die Umwelt zu tun. Mit der Fridays for Future Bewegung will sie Menschen über Umweltprobleme informieren und Debatten über die Umwelt führen.

Lies die Texte über drei berühmte junge Deutsche.

der Migrationshintergrund – migrant background�der Rassismus – racism

inspirieren – to inspire

jüngst- – youngest | das Tor – goal | erzielen – to score

Longer text comprehension that recycles previously taught language in new contexts also serves to deepen vocabulary knowledge.�This task type is one of my favourites. You can ‘see and hear’ brains whirring in the classroom when you do this type of activity – it’s naturally absorbing – the task involvement level is really high – probably because it makes students think and think hard.

Timing: 5 minutes��Aim: to learn about three famous young Germans and their dreams and achievements.��Procedure:�Ask students to read the three texts carefully. They will be asked questions on them in the following exercises!

Word frequency (1 is the most frequent word in German): �Rassismus [>5009] Migrationshintergrund [>5009] inspirieren [>5009] Tor [956] erzielen [1334]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�Attributions:

Photo of Ali Can: Jan Zappner / re:publica from Germany, CC BY-SA 2.0 <https://creativecommons.org/licenses/by-sa/2.0>, via Wikimedia Commons

Photo of Florian Wirtz: Bayer 04 Leverkusen Fußball GmbH

Photo of Luisa Neubauer: Ot, CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia Commons

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Wer …?

lesen

Lies die Sätze. Ist das Ali Can, Luisa Neubauer, Florian Wirtz, zwei von ihnen oder alle drei?

… wurde nicht in Deutschland geboren?

… ist Aktivist*in?

… ist berühmt, jung, deutsch?

… macht jetzt, was er/sie als Kind machen wollte?

… spielt Fußball?

… tut viel für die Umwelt?

… will Liebe, nicht Rassismus?

…hat ein inspirierendes Familienmitglied*?

…hat eine Bewegung begonnen?

1

2

3

4

5

6

7

8

9

1

2

3

4

5

6

7

8

9

das Mitglied – member

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Developing inferencing

lire

Pour la communauté juive, la fête importante de décembre est Hanoucca. C’est une fête de lumières et on utilise des bougies* pour célébrer. La fête est de huit jours, et on allume une bougie le premier jour, deux bougies la deuxième** jour … Les bougies sont un symbole de la bonté de Dieu. Dans une vieille histoire juive, une petite bouteille d’huile a nourri une lampe pendant huit jours, beaucoup plus de temps que normalement. On mange des beignets comme un symbole de l’huile. Les enfants jouent avec des toupies qui contiennent une phrase religieuse. Hanoucca est plus familial et spirituel que religieux.

bonté : part of body / personality / room / song
huile : a type of wood / plant / liquid / shoe
beignet : a type of drink / chair / cup / food
toupie : a type of toy / book / hat / sweet

Lis le texte. Use the words you know to understand the general meaning of the words in bold.

goodness

oil

doughnut

spinning top

*la bougie = candle

**deuxième = second

Here is a text about Hanoucca

Followed by some practice at inferencing the meaning of words by using the words that we know they have already met several times and have been tested on

At this stage, lexical inferencing becomes possible because we are confident that they have a critical mass of vocabulary to start doing this.

9.1.2.7

Timing: 5 minutes��Aim: to practise lexical inferencing; the written comprehension of known words to arrive at a general understanding of one unknown word in a sentence context. In addition, to revise previously learnt vocabulary in new contexts.��Procedure:�1. Ensure that students understand the task (as this is the first time they are doing this type of activity). Students need to know that they are aiming to understand the general meaning, rather than specific meaning (though they may in some cases also arrive at this).

2. Students read each text and decide which of the four options is most likely, depending on their understanding of the surrounding words.

3. Click to reveal answers.

4. Proceed to the next slide for the comprehension part of the activity.

Word frequency of unknown words used (1 is the most frequent word in French):

lumière [1059], allumer [3169], bougie [>5000], deuxième [427], bonté [>5000], huile [2340], beignet [>5000], toupie [>5000]

Word frequency of cognates used (1 is the most frequent word in French):�Hanoucca [>5000], bouteille [2979], lampe [4699], normal [833], familial [1622], spirituel [3047]

Source: Lonsdale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Cognate knowledge

Comment dit-on les mots orange en anglais ?

lire

Le festival de Dieppe est le plus grand* festival de cerfs-volants* au monde.

On trouve le festival sur la plage.

Les visiteurs viennent de beaucoup de pays pour regarder des cerfs-volants traditionnels, de l'art et des acrobates. Un aspect important du festival est qu’on peut visiter sans acheter de billet. Il est gratuit !

Il y a beaucoup d'activités pour les enfants et le festival encourage l'imagination. Cet événement culturel célèbre les relations internationales. Pendant le dernier week-end du festival, on regarde les cerfs-volants illuminés pendant un show son* et lumière. Je pense à visiter le �festival. Tu veut voyager au festival avec ma famille ?

visitors

traditional

acrobats

free

event

illuminated

light

What noun does this word look like?

What adjective does this word look like?

What noun does this word look like?

What does this sentence tell you about the festival?

The start of this word looks like the English

What adjective does this look like?

This word has the same stem as the previous one you worked out. What might it mean?

What words that you already know could you use instead of the words in orange?

Answer the question at the end.

*le plus grand =

the biggest

*le cerf-volant = kite

*le son = sound

Here is a text about a kite-festival in Dieppe with lots of language awareness activities to help learners understand cognates

Then drawing on their current lexicons –we know precisely what they are as they have been tracked so carefully - to replace the words

Then giving their reaction to the content of the text by answering a question about whether they would like to go to the festival

----------

Timing: 5 minutes

Aim: Developing inferencing skills by using surrounding context to work out meaning of unknown words; word substitution with known words.

Procedure:

Students try to work out the meaning of the highlighted words based on context (text and images) and similarity to English words.
If students need some help, click to bring up a clue
Click gain to reveal the translations.
Click to bring up the extension. Students think of known words that could replace the orange words to make a sensible sentence.

Some suggested answers:

visiteurs -> gens, enfants, personnes … any relevant noun to describe people

traditionnels -> grands, nouveaux… any relevant adjective to describe kites

acrobates -> artistes, chanteurs … any relevant noun to describe performers

événement -> lieu, festival … (note that any relevant masculine noun works here but ‘cet’ would need to change to agree)

illuminés -> verts, bons … any relevant adjective to describe kites

lumière -> musique, film … any relevant noun to describe a show

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lesen / schreiben

Knowledge of word patterns can help you understand unknown words in a text.

What do you think these words mean? How are they spelled?

politics	die Politik

credit card	die Kreditkarte

document	das Dokument

protocol	das Protokoll

_

Welche Art von Text kann das sein?

a) eine Geschichte

b) ein Zeitungsartikel

c) ein Lied

d) ein Schauspiel

Cognate knowledge

8.3.1.1

Timing: 3 minutes��Aim: Pre-text activity to introduce key vocabulary; to revise the English ‘C’ to German ‘K’ word pattern; to ask learners to anticipate what kind of text they will be reading.��Procedure:�1. Students read the words and think about what English words they look like. If students need an extra hint, pictorial clues appear on clicks.

2. One by one, English definitions appear on clicks.

3. Students use their knowledge of the c🡪k spelling rule to complete the German words (at more advanced levels, step 2 could be carried out after step 3).

4. Click to reveal the German words in full.

5. Click to bring up the second part of the task. Give students just a few seconds to confer in pairs and share their views. There is no right or wrong answer – the purpose is to raise their interest by anticipating what the text might be about.

Word frequency of unknown words used (1 is the most frequent word in German): �Schauspiel [>5000]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�Word frequency of cognates used (1 is the most frequent word in German): �Politik [540] Dokument [3230] Kredit [2555] Protokoll [3624] Text [473] Artikel [1378]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

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Word patterns

Knowledge about word families can also help you understand more words in a text. Complete the tables with the noun, verb and agent (‘doer’) forms of these words.

der Hack	hack
der Hacker	hacker
hacken	to hack

die Musik	music
der Musiker	musician (m)

die Kunst	art
der Künstler	artist

die Politik	politics
der Politiker	politician

das Schauspiel	play
der Schauspieler	actor

der Angriff	attack
der Angreifer	attacker
angreifen	to attack

lesen / schreiben

1

2

3

4

5

6

This is a GCSE word pattern

verb stem + er = male age noun the ‘doer’�

Timing: 3 minutes��Aim: increasing students’ vocabulary coverage for comprehension of texts; to encourage students to think more broadly about vocabulary; inference of meanings of word family members of known words; priming students for recognising these words in short texts.��Procedure:�1. Complete question 1 as a class. Students know the meaning of Schauspieler. Ask what a likely related noun might be. Click to reveal. Explain that an –ER ending on a familiar noun suggests that this is the person who is doing that noun (the agent). Students can now use this information to complete the rest of the task, drawing too on their knowledge of noun-verb pairs.

2. At this point, answer can be revealed on clicks. Teachers should elicit the feminine forms of the agent nouns while doing this. Alternatively, students can check their answers using the context on slide 17.

Word frequency (1 is the most frequent word in German): �Text [473], Schauspiel [>5000], Künstler [789], Kredit [2555], Protokoll [3624], Hack [>5000], Hacker [>5000], hacken [>5000], angreifen [2193], Angreifer [>5000], Politiker [1140], Musiker [2577]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

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The French translation of –ly is –ment.

Ce bus est dangereux! Il conduit dangereusement.

–ment is normally added to the feminine form of adjectives:

info

dangereux

dangerous (m)

SSC [en/an]

In English, we can add –ly to adjectives to turn them into adverbs.

This bus is dangerous! He is driving dangerously.

This word describes a noun.

This word describes a verb.

This word describes a noun.

This word describes a verb.

dangereuse

dangerous (f)

dangereusement

dangerously

Word patterns

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

This is a GCSE word pattern

9.1.1.3

Timing: 2 minutes

Aim: To introduce the ‘English '-ly' ➜ French '-ment’ suffix pattern; to introduce rule for turning French adjectives into –ment adeverbs (feminine form of adjective + –ment); to link the pronunciation of –ment adverbs with SSC [en/an]. �NB: in this lesson, -ment adverbs are introduced for phonics practice only. As this derivational morphology pattern will be assessed, it will appear in systematic grammar activities in future lessons.

Procedure:

Click to bring up information and run through example.
Point out the cross linguistic similarity (adding a suffix to an adjective to make an adverb) and difference (the use of the feminine form of the adjective in French).
Draw attention to the pronunciation of the last syllable in dangereusement (SSC [en/an].)

Transcript:

dangereux

dangereuse

dangereusement

Word frequency of unknown words (1 is the most frequent word in French): �dangereusement [>5000]

�Word frequency of cognates (1 is the most frequent word in French): �former [486], adverbe [>5000]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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Quel est l’adverbe ?

ambitious

ambitieux

general

sad

last

sure*

quick

strict

natural

général

triste

dernier

sûr

rapide

strict

naturel

Forme des adverbes en –ment.

parler

generally
sadly
lastly
surely
quickly
ambitiously
strictly
naturally

Adjective base

Adverb

généralement

tristement

dernièrement

sûrement

rapidement

ambitieusement

strictement

naturellement

1

2

3

4

5

6

7

8

Feminine form

générale

triste

dernière

sûre

rapide

ambitieuse

stricte

naturelle

*sûr = safe

Timing: 4 minutes

Aim: Oral production of adverbs containing SSC [en/an]; applying word pattern knowledge (creating adverbs by adding –ment to feminine adjective form); vocabulary recall.

Procedure:

1. Students read the list of English words. Explain that although they don’t yet know these words in French, they have all the knowledge they need to produce them.

2. Guide students through the first example. First, ask them what the adjectival form of ‘generally’ is, and have them recall the French (all the adjectives needed to complete the activity have been taught previously).

3. Second, ask students to produce the feminine form of the adjective.

4. Third, ask them to add the –ment ending and say the word aloud.

5. Students repeat steps 2-4 for seven further examples.

6. Click to bring up answers one by one. Click on the audio button to hear the adverb said by a native speaker. Students repeat.

Transcript

généralement
tristement
dernièrement
sûrement
rapidement
ambitieusement
strictement
naturellement

Word frequency of unknown words (1 is the most frequent word in French): �généralement [1710], dernièrement [>5000], tristement [>5000], sûrement [1750], rapidement [593], ambitieusement [>5000], strictement [2813], naturellement [2036]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

Word frequency of cognates (1 is the most frequent word in French): �former [486], adverbe [>5000], sûr [270]

Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

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¿Cuál es tu opinión sobre la historia?

Puedes dar tu opinión sobre estas partes:

me da pena/tristeza

me da rabia

me da vergüenza

me alegra

me da miedo

me da sueño

me da risa

Grr..

1. Un día empezamos una relación y poco después consideramos ser marido y mujer.

3. Pero entonces empezamos a ver muchos cambios políticos en el país y perdimos el derecho a dar nuestra opinión.

4. Estudiamos las opciones y elegimos huir del país. Organizamos un equipaje* ligero y escapamos urgentemente.

2. Y un año después decidimos tener un hijo, vuestro padre Gerardo y, más tarde, vuestra tía Jezabel.

equipaje* = luggage

Affective responses

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Implications of the new GCSE

Vocabulary – working with a defined content
Phonics – teaching knowledge for read aloud and dictation
Speaking – unplanned interactions
Reading – depth of word knowledge and inference

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CPD offer

CPD course is free
Content is research-informed languages teaching at KS3 and KS4
5 remote learning sessions of 2.5 hours
Course leaders are NCELP Specialist Teachers
Additional online peer and instructor support
An online self-study version of the course will be available for anyone to access for free (and to facilitate a cascade model)
There is a link to register for the course here: www.ncelp.org/cpd

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