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ALL Manchester�Saturday 19 November

The new GCSE: what now?

Presenter: �Rachel Hawkes�@RachelHawkes60�www.rachelhawkes.com

https://docs.google.com/forms/d/e/1FAIpQLSclkZM4jFKLD7zOmXBEw2hMkSzGPI-OJicsrD9tW8ITt8XODQ/viewform?usp=share_link

Hello, my name is Rachel Hawkes. I am a languages teacher and leader, currently seconded from the Cam Academy Trust to work as Co-Director of NCELP (the National Centre for Excellence for Language Pedagogy).

It’s good to be with you today. We’re going to think a bit more about the new GCSE, about what we want to consider for our KS3 teaching with the new GCSE in view. This isn’t about teaching to the exam, but more about recognising that despite any appearances to the contrary (!), the new GCSE does represent significant change.��I’m not sure if you have all yet had a chance to look at the DRAFT Sams for the new GCSEs – for AQA, Eduqas or Edexcel - there’s a lot of detail to digest in them, as always, and we need to remember that they are DRAFT, so may be subject to some substantial change before they’re approved, but in any case a few people have looked at them and commented on Twitter that they look the same – most comments being about the AQA Sams.

But we will need to unpack that a bit in this session – as I don’t think that’s quite the case. As a headline to get us started, about 46% words on the new AQA Draft French vocabulary list are different from the current (optional) AQA vocabulary list – given that that list informed textbook writing for GCSE, I think we can conclude that there has been some substantial change in the content. We also know that in current GCSE exams an average of around 62% words used are from the most common 2000 but that in the current SAMS that must now be an average closer to 85%.

So, let’s get started.

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Session overview

Rationale for the GCSE review
Issues with the current GCSE
2015 and 2022 Subject Content: similarities and differences
The implications for teaching and assessment
What we can do now

We have a decent amount of time to get into the detail this morning, and time for questions, too, which I think is important.�Although there may be some here today who have had the chance to engage with information about the new GCSE already, realistically there are bound to be others that haven’t yet had that chance, so I’m going to spend about 20 mins or so on these first three elements:�[click]�a very brief look at the reasons for reviewing the GCSE, the main issues that emerged when we looked carefully at the current GCSE Subject Content, and the similarities and differences that there are between the 2015 Subject Content, which informed the current GCSEs and the 2022 Subject Content, on which the new GCSEs will be based

[click] �This will set us up for the main part of the session, the rest of our time, which will look more clearly at the implications for teaching and assessment and practical ideas and quick wins for now at KS3.

We’ll be well into that part, when we take a break at around 11.10, and then we’ll come back to it at 11:30 or so, for the rest of the morning.�Things will be a be flexible, depending on the questions that people have – I’m happy to have questions at any point, even if they derail the timings a bit!

All slides with all resources will be shared. ☺

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Rationale for the GCSE review

make modern foreign language GCSEs more accessible
address teacher concerns about difficulty, particularly in the listening and reading exams
support the government ambition for higher uptake of GCSE languages

Let’s now look briefly at the rationale for the GCSE Review.

In November 2019, the Department for Education announced that it would be convening an expert panel to test and develop potential changes to the subject content for French, German and Spanish MFL GCSEs only.

The review had the following aims:�[cue animation]

to make languages GCSEs more accessible

[cue animation]�to address teacher concerns about levels of difficulty, particularly in the listening and reading exams and

[cue animation] �to support the government ambition for higher uptake at GCSE

The stated position is that the “vast majority” of young people should study a modern foreign language up to the age of 16 and yet, The British Council’s Language Trends 2019 report found that entries in GCSE French and German had both dropped by over 30 per cent since 2014.

The government’s stated ambition is for 90% of pupils in England to be taking all EBacc subjects for GCSE by 2025 (i.e. that 90% Y10 students are beginning their 2-year courses in Ebacc subjects in 2025, with their examination to be two years’ later in 2027). In languages, we are currently some considerable way off this ambition, with entry levels hovering around 40% of the whole cohort.

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Session overview

Rationale for the GCSE review
Issues with the current GCSE
2015 and 2022 Subject Content: similarities and differences
The implications for teaching and assessment
What we can do now

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Issues identified with the current GCSE

substantial mismatch between what is taught and what is tested
disproportionate number of rarer words tested
requirement to test words ‘off list’ coincided with a ramping up of difficulty in listening and reading tasks
lack of precision in the grammar content
a lot of highly complex grammar content
ambiguous role play prompts (required to be in the target language)
washback of conversation element – substantial time spent drafting, re-drafting and memorising answers to questions

Since the GCSE Review process started, several issues with the current GCSE have emerged more clearly.�

These include:

[cue animation]

a real gap between what is taught and what is tested. For example, analysis of 4 years’ GCSE listening and reading papers (3 years plus the SAMS) across AQA and Edexcel exams shows that on average 49% (almost half) of words on the current vocabulary lists have never been used in an exam.

[cue animation]

a disproportionate number of rarer words is currently being tested and taught. More than 90% of our everyday speech (in any language) is made up of the most common 2000 words. If a GCSE is to live up to its communicative intent, this pattern should be closely reflected in the curriculum content. Currently the mean percentage of word families from the most frequent 2000 used in exams, across AQA and Edexcel, all languages, all tiers, is 62%.

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The extent of unknown words included in listening and reading exams was greater than expected, and a contributory factor in their perceived difficulty.

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The lack of precision in the prescribed grammar content made it difficult for meaningful subject regulation (i.e., for Ofqual to verify the sampling of it in examinations, year on year), and impossible for teachers to know how thoroughly to teach each feature.

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In addition, there was a lot of highly complex grammar included in the content

[cue animation]

The other two issues concern the speaking exam: first, students struggle with ambiguous role play prompts, which are required to be in the target language, yet must be framed in such a way so as not to give away any key vocabulary, and second,

[cue animation]

there is a substantial washback from the general conversation component, meaning that most students are directed to (or decide to) dedicate a large proportion of the learning time at KS4 to the drafting, re-drafting and memorising of answers to questions. Some teachers cite how beneficial this is for preparation for the writing exam, too, meaning that a large proportion of language production in the examinations is regurgitation.

These issues required more than tweaks.So what are the main issues with the current GCSE?

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Session overview

Rationale for the GCSE review
Issues with the current GCSE
2015 and 2022 Subject Content: similarities and differences
The implications for teaching and assessment
What we can do now

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Areas of continuity between 2015 and 2022

Broad subject aims

develop ability and ambition to communicate in speech and writing
expand students’ horizons
encourage them to step beyond familiar cultural boundaries
develop new ways of seeing the world
provide a strong foundation for further study�

Tests of listening & reading comprehension and of spoken & written production with a broadly equal emphasis on each, as before
Language teaching rooted in contexts where language is spoken
Learning will build on knowledge outlined in KS2 and KS3 PoS
Grammar and vocabulary are significant areas of knowledge
Speaking will include role play and talk about visual stimulus/stimuli and conversation elements

The new GCSE Subject Content tries to address these issues.

But of course there are some key areas of continuity with the 2015 (the current) subject content.

Let’s look at these first.

[cue animation]

The broad subject aims have not changed. The aims are still to: [cue animation for each bullet]

develop ability and ambition to communicate in speech and writing
expand students’ horizons
encourage them to step beyond familiar cultural boundaries
develop new ways of seeing the world
provide a strong foundation for further study

[cue animation]

There is a stated broadly equal emphasis on listening, speaking, reading and writing as before.

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Language teaching will be embedded in the contexts where the language is spoken.

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Teaching and learning will build on the knowledge set out in the KS2 and KS3 National Curriculum Programmes of Study

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Grammar and vocabulary remain significant areas of knowledge, though, as we will see, they are more clearly specified

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The speaking component of the exam will still include role play and question and answer based on one or more visual stimuli, and there will still be conversation

Let’s now turn to the main differences.

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Main differences in 2022 Subject Content [1/2]

Sound-spelling correspondences (phonics) now included, so students demonstrate ability in:

transcription (dictation) and
decoding (reading aloud)

Vocabulary is specified (1200 [F],1700 [H] words, 85% from most common 2000 words, plus 30 multi-word phrases (of up to five words) and 20 cultural / geographical terms

no assumptions are made about KS2/3 vocabulary

Grammar is much more clearly defined, and reduced overall
Ofqual’s assessment objectives now accommodate the ‘mixed skills’ of transcription and read aloud:

45% understand and respond to written language in speaking and in writing;
35% understand and respond to spoken language in speaking and in writing;
20% demonstrate knowledge and accurate application of the grammar and vocabulary prescribed in the specification

There are a number of key differences. We summarise them briefly here, and draw out their implications in more detail in the next part of the session.��[cue animation]

Moving beyond the isolated skills of listening, speaking, reading and writing, sound-spelling correspondences (or SSC) are now included in the Subject Content. Students will need to demonstrate ability in

[cue animation]

transcription and

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decoding (i.e., reading aloud).

(This is the first time that multi-modal assessments have been deliberately and explicitly included in the GCSE, i.e. listening and writing, reading and speaking. Of course, we have long recognised that some of the current GCSE assessments have mixed-skill elements, but this was not explicitly acknowledged or taken account of in the mark schemes – for example, written comprehension of target language role play prompts in the speaking, or target language questions in the listening.)

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There will be a defined vocabulary list for the first time. The composition of the list -1200 words at Foundation, 1700 words at higher - with 85% words from the most common 2000 and 15% words of any frequency, plus 30 multi-word phrases e.g. ‘il y a’, and 20 cultural items) gives a total word count of 1250 and 1750 words for F and H respectively. There is a lot more detail provided in the Subject Content about this, so we will explore this further in the next part of the presentation.

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And it’s important to note that no assumptions are made about vocabulary learnt at KS2 or KS3.

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The grammar content has been much more clearly defined. Overall the content has reduced, as we will see in more detail later in the session.

[cue animation]

Ofqual’s assessment objectives now accommodate the ‘mixed skills’ of transcription and read aloud, so they break down like this:

[cue animation]

45% understand and respond to written language in speaking and in writing;

[cue animation]

35% understand and respond to spoken language in speaking and in writing;

[cue animation]

20% demonstrate knowledge and accurate application of the grammar and vocabulary prescribed in the specification

However, the experience of students taking the exam is likely to feel broadly similar, in terms of listening, speaking, reading and writing tasks.

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Main differences in 2022 Subject Content [2/2]

Listening extracts will be at no faster than moderate pace, and contain only language from the defined list
In Reading:

unknown language in H tier and F/H crossover reading texts (up to 2% of a text) will be glossed
cognates can be included, making up to 2% of a text
infer meaning of words that are not on the list, when they are embedded in written sentences that have all other words on the list
derived or base forms of words (where the base or derived form is on the list), following patterns specified in the grammar annexes, can be included
no requirement to include, specifically, literary, authentic texts but they may be included

Comprehension questions will be in English
Comprehension and production tasks may be at word and sentence level, and longer, as appropriate
Tasks to understand and produce language can be accomplished with language only from the defined vocabulary and grammar lists
Full credit will be given for successful production that uses language beyond the required content
Speaking:

Role Play rubrics in English; question prompts can also be in English;
short, unprepared conversations follow (a) the read aloud and (b) the description of the visual stimulus/stimuli

Continuing with key differences

[cue animation]

In Listening there is a specific requirement limiting the speed of listening passages. There is also the stipulation that listening comprehension questions and the listening extracts themselves will contain only language from the defined list.�[cue animation]

There are a few new elements to the reading.

[cue animation]

First, the permission to gloss up to 2% unknown words in Higher and crossover tier texts. To give you an idea, in a text of 125 words, up to 3 unknown words could be included and glossed.

[cue animation]

Second, cognates not on the defined word list may be included, again up to 2% of a text.

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There is the requirement for students to infer plausible meanings of single unknown words when embedded in written sentences. This is somewhat different from the 2015 requirement for students to be able to deduce meaning and draw conclusions. �[cue animation]

Derived forms of words are created by the addition of affixes (for example, the suffix -able in English, added to comfort(able) or report(able). Developing an understanding of these affixes is less mental work than learning members of the same word family as individual words and is particularly useful in receptive use. The new GCSE Subject Content includes several derivational affixes which are frequent, regular, productive and predictable and these can be tested in reading exams only.

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Finally in reading, there is no requirement to include specific types of text, but these may of course be included as long as they contain words from the defined list, and within the parameters for glossing, cognates, inference and derived forms that we’ve just seen.

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Broader changes then are that comprehension questions will all be in English and

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there is no stipulation to have all tasks at sentence level, which was new to 2015, so there may be both comprehension and production tasks at word and sentence level, as appropriate.

[cue animation]

A key change is that all tasks, both comprehension and production, will be able to be carried out successfully with language drawn only from the defined vocabulary and grammar lists

[cue animation]

However, full credit will be given for any successful production that uses language beyond the required content.

[cue animation x 2]

Finally, in speaking, rubrics and question prompts can be in English. Remember that this has often been an issue highlighted with the current Subject Content.

[cue animation]

In addition, there are two conversational elements. The first follows the read aloud and is based on the text itself. The second develops from the talk about the visual stimulus/stimuli. This addresses the issue of over-preparation and memorisation in the current general conversation.

The key wording heading up all three elements in the speaking section is ‘speak using clear and comprehensible language’.

This is because, when speaking is unscripted at this (or perhaps any!) level, it will not be highly polished or disproportionately elaborate or sophisticated. The criteria for its assessment need to reflect that, and the stipulation that students speak clearly and comprehensibly provides the necessary safeguarding to support the requirement for unprepared conversation.

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Session overview

Rationale for the GCSE review
Issues with the current GCSE
2015 and 2022 Subject Content: similarities and differences
The implications for teaching and assessment
What we can do now

Now we move on to the implication for teaching and assessment.

The Subject Content documentation clearly has a direct influence on assessment. �In 2015 for the current GCSE amongst the consequences were the inclusion of translation from and into the target language, the use of literary texts in the reading exam, the requirement to use unfamiliar language in the assessments (i.e., ensure that listening and reading exams contained words (and grammar?) that were not on the awarding body vocabulary lists), the stipulation for the listening material to be at near normal speed, the expectation that the RP questions/prompts would be in the target language, the expectation of spontaneity and fluency in the speaking, and so on.

So what are the implications for assessment of the new Subject Content?

Let’s look at some of the most salient differences in a bit more detail and how they will impact assessment and teaching and learning: [move to next slide]

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Implications for teaching of the new GCSE

Vocabulary – working with a defined content
Phonics – teaching knowledge for read aloud and dictation
Speaking – unprepared 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, people do 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 really want to think seriously about increasing the length of the learning journey and maximising 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 usefully 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 important to keep in mind and plan in that constant 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 and by-pass either meaning or recall or both.

[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. �

And of course, 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 any version of the 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. For some of us in our schools this will indeed be the same, but for others it will be new practice.

We 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. As of yesterday we have been able to see some examples of how the read aloud and dictation tasks might look (do remember that these are DRAFT at this stage). We won’t get bogged down in the detail of the task design at the moment, therefore.�What we do know is what to teach and that we do need to practise both read aloud and transcription.�

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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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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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 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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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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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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Evaluation

Thank you for your participation today. Just before you go…

Please take less than one minute to complete this super short evaluation.

Presenter: �Rachel Hawkes�@RachelHawkes60�www.rachelhawkes.com