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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.

[click]

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.

[click]

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.

[click]

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.

Let’s look at these ideas then in the form of some quick wins. What can we do right now for our Y7 and 8 learners?�Well, we want to know how much of the current KS3 vocabulary we teach is likely to be on the GCSE word list.�For a while we have only had the NCELP list, which is also the Eduqas GCSE list, but as of yesterday/the day before we now have draft lists from AQA and Edexcel, too.�Thank you to Dr Amber Dudley at NCELP, who did some very fast analysis yesterday, I can tell you that

AQA and NCELP/Eduqas lists have 1081/1250 words in common with NCELP/Eduqas (F)�1630/1750 words in common with NCELP/Eduqas (H) so 120 (H) 157 (F) words different from NCELP/Eduqas. ��So - One quick check we can do is to compare a GCSE list with our own KS3 SOW list of words.�This is a rough and ready way to do it (without formulae!) – click and list steps�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 words).�Regular vocabulary learning and testing seems important, too.�

As for the messages coming out from certain quarters saying – don’t change anything at KS3 – I’m wondering what the underlying motivation is for saying that? Because it surely can’t be right to keep spending teaching hours at KS3 on presenting, practising, learning and testing loads of words that will not travel with students into KS4? We might be happy to let a few words go perhaps, but not lots, and it will be lots if we don’t align KS3 (and KS2) vocabulary with KS4 vocabulary.’ I don’t know any teachers that feel we have sufficient teaching time at KS3 and KS4 – and with the aspiration that 90% learners will start a GCSE course in September 2025, we certainly don’t want to be making it more challenging for our students. Our aim must surely be to extend the learning journey and smooth curriculum transition across KS2 – 4 to enable more students to experience the motivation that comes from learning success.��

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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

If we are serious about joining up the learning journey to KS2 and to improving transition, one very straightforward way to start is by ensuring that words align across all key stages. ��400-500 words is no small achievement and would make a sizeable contribution to pupils’ learning to take with them into KS3 and KS4.��With teachers in my trust I’ve been redeveloping our primary curricula at KS2 with fully worked schemes of work and full teaching resources with audio to support teachers who are under-confident about teaching languages. All of these are free to anyone. �In collaboration with the University of Reading and Rowena Kasprowicz’s progress in primary languages research project, we have also developed a 4-year German scheme of work. ��More on primary later this afternoon if you are interested.�Back to KS3.

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Quick wins [2] Spaced revisiting

pre-learning �(wk 1)
spring test �(wk 20)
summer test �(wk 33)
year 8/9 revisited twice
Y10/11 revisited twice

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

“Give me an example of key vocabulary and grammar and show me how this is revisited in the SOW.” (Ofsted inspector guidance)

2^nd quick win – perhaps not as quick – is to ensure that the words you have identified get regular, systematic, spaced revisiting.�This is a clear difference from requirements of previous incarnations of the GCSE specification.�Let’s remember that, at last analysis, almost 50% words on the current AQA/Edexcel vocabulary lists had never appeared in an exam but are nevertheless in textbooks and we are still teaching them. This is a fairly huge change.

Now we know that all the words that are on the AQA/Edexcel/Eduqas lists count – they will be tested and so they do need to be taught, practised and learnt and we never had this certainty before.

�Planning our vocabulary introduction and revisiting in our schemes of work very carefully seems to me to be an important change to highlight. And not that it’s the reason why, but an added bonus is that we do then have a very clear response to any Ofsted inspector’s who’s following the guidance documents that were shared on Twitter and says: �Give me an example of key vocabulary and grammar and show me how this is revisited in the SOW.

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Example of use of word list

AQA French SAMS Foundation reading

Forêt and jardin are not on the current AQA word list (though le jardin zoologique is) but we can be confident that these words are on the new DRAFT vocabulary lists for AQA (and Eduqas and Pearson).

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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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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 unprepared interaction

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

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

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

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

[click]

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

[click]

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

[click]

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

[click]

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

[click]

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

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

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

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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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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 unprepared interaction

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

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

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

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

[click]

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

[click]

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

[click]

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

[click]

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

[click]

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

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

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

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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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Escribir un poema nuevo

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

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

Ejemplo:

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

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

[We play] en la en verano.

Jugamos en la playa en verano.

hablar / escuchar / escribir

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

hablar / escuchar / escribir

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Persona A

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

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

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

Persona B

[sky]

[sand]

Timing: 10-12mins

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

Procedure:

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

Notes:

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

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Persona A

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

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

4 Saltan y nadan

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

Persona B

El poema completo

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

Persona A: Describe el día en la playa.

Usa las cartas.

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

Student B: Escucha y completa la tabla.

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

Escribe la acción en la columna correcta.

hablar / escuchar / escribir

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Persona A

A

They arrive at the patio.

We play in the

B

C

They buy a

D

We listen to my

They take

out the

E

F

We jump in the

G

They look at the

We need an

H

[beach]

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Persona B

A

G

F

H

E

C

B

D

We arrive at the patio.

We play in the

We buy a

They take

out the

They listen to my

We look at the

They jump in the

They need an

[beach]

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Eduqas French SAMS

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hablar / escuchar / escribir

Sevilla

There are some parks and some towers.

The parks are small.

¿Qué hay en Sevilla?

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

hablar / escuchar / escribir

7.3.2.1

Timing: 7 minutes

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

Procedure:

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

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

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

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

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

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

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

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

Notes:

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

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hablar / escuchar / escribir

Málaga

There are some shops and some markets.

The markets are outside.

Madrid

There are some museums and some churches.

The churches are big.

Granada

There are some buildings and some squares.

The buildings are beautiful.

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

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

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

¿Qué hay en….?

hablar / escuchar / escribir

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Puissance 4! (Connect 4)

parler

porter une

chemise

manger à

l’école

bien travailler en classe

jouer à l'ordinateur

parler avec mes amis

étudier l’allemand

arriver en retard

aimer les chiens

préparer mon déjeuner

chanter dans une chorale

habiter à [name of town]

regarder la télé

ressembler à ton ami(e)

rester à la maison le week-end

écouter la radio

gagner des matchs

A: Tu portes une chemise normalement ?

B: Oui, je porte une chemise normalement.

OU:

A: Portes-tu une chemise en ce moment ?

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

8.1.1.7

Timing: 8 minutes

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

Procedure:

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

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

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

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

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

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

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

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

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

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L’école au Sénégal

parler

Partenaire A

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

What is your school like?

What are your French lessons like?

Are your maths exercises easy?

What is your favourite sport?

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

yellow
strict but funny
science and maths
Wolof

Partenaire B

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

small
useful
difficult
football

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

What are your uniforms like?

Is your teacher strict?

What are your favourite subjects?

What is your first language?

Unscripted Speaking

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hablar / escuchar

¿Quién es? – QUIZ QUIZ TRADE

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

Estudiante A lee las pistas* a Estudiante B.

Ejemplo:

Estudiante A :

Es joven.

Es moreno.

Tiene el pelo negro.

[Quique]

Es joven.

¿María?

No, es moreno.

¿Adrián?

No, tiene el pelo negro.

¿Quique?

¡Sí!

Estudiante B :

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

la pista = clue

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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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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Examples of inference

AQA French SAMS Foundation reading

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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

Cognates are words in which the substantial majority of letters are the same in English and the assessed language; they have the same meaning in both languages and any difference in spelling should not impede understanding for students entered for GCSE MFL (French, German, Spanish) qualifications.

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
An online self-study version of the course is available for anyone to access for free (and to facilitate a cascade model)
There is also a blended model with live, online Teach Meets
There is a link to register for the course here: www.ncelp.org/cpd

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