![“ Across all phases speaking is the least well developed of all the skills. Students’ inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm.” ‘ When required to speak at greater length or in new situations, [students’] accuracy and fluency deteriorate, partly because their grasp of structure is usually less secure than their retention of vocabulary.’ “ ...it was much rarer for reading or listening to be used to stimulate discussion and communicative activities.” “ A further hindrance to speaking fluently was that sound-spelling links had not been taught well.” “ Overall, there was insufficient emphasis on helping students to use the language spontaneously for real situations. Consequently, too few students could speak creatively, or beyond the topic they were studying, by making up their own sentences in an unrehearsed situation. Several students said that being able to say what they wanted to say would improve their enjoyment.” Rachel Hawkes The changing landscape of languages](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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250610 linguascope conference
- 1. Friday 25 June 2010 Brighton – Linguascope Conference What's their motivation? Ideas to promote spontaneous and planned talk in the foreign language classroom. www.rachelhawkes.typepad.com/linguacom
- 2. “ Across all phases speaking is the least well developed of all the skills. Students’ inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm.” ‘ When required to speak at greater length or in new situations, [students’] accuracy and fluency deteriorate, partly because their grasp of structure is usually less secure than their retention of vocabulary.’ “ ...it was much rarer for reading or listening to be used to stimulate discussion and communicative activities.” “ A further hindrance to speaking fluently was that sound-spelling links had not been taught well.” “ Overall, there was insufficient emphasis on helping students to use the language spontaneously for real situations. Consequently, too few students could speak creatively, or beyond the topic they were studying, by making up their own sentences in an unrehearsed situation. Several students said that being able to say what they wanted to say would improve their enjoyment.” Rachel Hawkes The changing landscape of languages
- 3. What do you think we mean by unplanned or spontaneous speaking? a) Lack of prior preparation b) Absence of written support c) The immediacy of the experience d) Like a conversation e) Not knowing the questions/answers in advance 289 students from Years 7 – 10 from 5 different secondary schools were asked. Rachel Hawkes
- 4. Why do you think unplanned or spontaneous speaking is an important focus in language learning? "Because in real life you don't know what the other person is going to say." 2/3 students asked equate spontaneous speaking with ‘real life’ activity. "To make sure you definitely know it and are able to have conversations without reading off a sheet." Students feel that what they can do without notes/preparation is what they 'truly' know. They also mention the link between spontaneous speaking and increased confidence. Rachel Hawkes
- 5. Define a confident language learner - how would he/she cope in an unplanned speaking situation? "They would cope really well because they would speak confidently and spontaneously really easily' 2/3 answers are unrealistic and do not mention strategies or attributes of a language learner in unrehearsed speaking situations. 1) Most other answers stress fluency as key 2) Fewer mention accuracy 3) Top set students most likely to mention accuracy AND fluency together 4) A few mention quality of language, including range of vocabulary, tense use, opinions, extended answers - particularly Year 10 learners and 9 top sets 5) Rare answers mention attributes of a confident learner mentioned were: risk-taking, not afraid of mistakes, responds readily, good pronunciation 6) Very few mentioned these strategies: listen carefully to pick out key words and understand the question, take time to think, use words and structures they know, ignore mistakes and keep going, use gestures and facial expression to help support meaning Rachel Hawkes
- 8. Cognates Jollyphonics El sistema fónico Syllable squares Pronounce! Tongue twisters News Comic strips
- 9. le p oi sson le v in le j eu -vidéo le m i d i les d en ts le p on t la p ou le la l u ne les cise au x oi in eu au en on i ou u
- 10. Key structures
- 11. Je veux..... Je peux..... Je dois..... J’aime..... Je vais..... Je voudrais..... Je ne veux pas... Je ne peux pas... J’aime beaucoup.....
- 12. peler manger couper cuire préparer acheter donner lancer voler attraper boire presser Gracias a Steven Fawkes
- 13. Oú est..? Tu as..? Vous avez..? Est-ce que tu veux..? Est-ce que tu voudrais..? Est-ce que tu aimes..? Ça fait combien..? Il y a ..... près d’ici?
- 14. Group Talk adverts songs pictures film clips Rachel Hawkes
- 15. X ¡Es fenomenal! ¡Es fatal! ¡ (No) me gusta! ¿Qué piensas? ¡Sí, es verdad! ¡No, no es verdad! ¡Yo también! ¡Yo tampoco! ¡Estás loco/a! Pienso que... X X Gracias @ Greg Horton
- 18. ¿Qué? ¿Dónde? ¿Cómo? ¿Está..? ¿Tiene..? ¿Es..? ¿Hay..? grande? tur ístico? tiene la foto en el centro? un sitio tranquilo? est án las personas? en Espa ña? es la foto? una playa? hay abajo? un parque? hay arriba en la foto? bonito? edificios (modernos)? est á? industrial? animales en la foto? hist órico? mucho tr áfico? árboles? mucha gente?
- 20. ¿Cuáles son las preguntas? 2. Si, por supesto. ¿Y tú? 1. La capital de España es Madrid. 3. Cuando hace buen tiempo me gusta dar una vuelta en bici. 4. Fui al cine y vi la película Avatar. 5. Me gustaría vivir en Escocia. 6. Ayer me quedé en casa todo el día. 7. Se puede visitar el castillo e ir de compras . 9 .Quizás. 8. Voy a hacer mis deberes. RH
- 21. Findet eine Person, die…………. 1. nicht gern Sport treibt 2. im Ausland arbeiten möchte 3. an die Uni gehen möchte 4. gern ins Kino geht 5. in einem Doppelhaus wohnt
- 22. 1. 2. 3. 4. 5. 6. 7. 8. 10. 11. 12. 13. 9. 15. 16. 17. 18. 14.
- 23. Questions Y8 beginners came up with. No help given apart from ‘welche(r)’ written on board. Wie findest du Nummer 13? Magst du Number 17? Was ist gut für dich? Was ist gut für mich?! Was findest du modisch? (Word taught earlier in lesson) Deine Mutter, sie trägt was? Was ist aufregend?! Welche Schuhe magst du?
- 24. Hast du Geschwister? Hast du Haustiere? Hast du einen Lieblingsfilm? Hast du ein Lieblingsbuch? NB: Deine Antwort muss 7 W örter haben. Wie kann man eine Antwort von 10+ W örtern bauen?
- 25. A B Hay montañas grandes. El paisaje es muy verde. Hay muchos árboles. No hay muchas casas. La casa es vieja y gris/marrón. Pienso que es un lugar muy tranquilo.
- 26. Sitges Cataluña, Spain 2009 Hace 50 años, había más rocas en la playa. Hoy no hay rocas en la playa.
- 27. Cambridge, Petty Cury 2009 Hace un siglo, había tiendas en esta calle. Hoy todavía hay tiendas aquí.
- 28. ¿De dónde son estos platos típicos? ¿Qué tienen en común? ¿Cuáles son las diferencias? ¿Cuál de los platos te gusta más? ¿ Por qué?
- 29. Comment il s’appelle? Quel âge a-t-il ? Il est comment? Qu’est-ce qu’il a comme famille? Il a des animaux? O ú est-ce qu’il habite? Oú est-ce qu’il travaille ? Qu’est-ce qu’il aime faire ? Qu’est-ce qu’il n’aime pas faire ? Qu’est-ce qu’il porte? Qu’est-ce qu’il aime manger? Qu’est-ce qu’il a à la main ? Il parle avec qui ?
- 30. 1) Mentionne 2 différences 2) Reponds à deux questions 3) Pose deux questions A B
- 31. Décris les différences: Il est dix heures – il est trois heures le chien est grand – le chien est petit La voiture est jaune – la voiture est noire il y a des chaussures dans le magasin – il y a des gâteaux il y a un velo – il n’y a pas de velo la dame dans la voiture est jeune– la dame est vieille l’homme lit un journal- l’homme boit un coca la dame dans la voiture n’écoute pas de musique- la dame dans la voiture ecoute de la musique il fait mauvais – il fait beau il y a deux arbres – il y a trois arbres Questions il y a combien de personnes dans les deux photos? Quel temps fait-il? Le chien est de quelle couleur? Quelle heure est-il? Que fait l’homme? Il y a combien d’arbres?
- 32. Was geh ört nicht dazu? Was ist die Ausnahme? 1 sehr gut lecker prima interessant 2 Kunst Sport Englisch Deutsch 3 ich gehe sie gehen du gehst sie geht 4 ich lese ich schreibe ich treffe Freunde ich schlafe 5 wir essen du isst ich esse sie essen
- 33. Was geh ört nicht dazu? Was ist die Ausnahme? (Hilfsblatt) ich denke/ ich meine.. I think ich glaube… I believe die Ausnahme ist the exception is … ..geh ö rt nicht dazu …… .is the odd one out denn because/for das einzige positive - negative Wort the only positive - negative word die einzige Pluralform - Singularform the only plural - singular form die Anderen sind… the others are… das Einzige, das……..ist the only one, which is… ein Verb - ein Adjektiv - ein Sustantiv a verb - an adjective - a noun maskulin - feminin masculine - feminine …… .hat mit………….zu tun …… ..has to do with/is all about…….. Zum Beispiel. ….. hat mit Sport zu tun e.g. …….has to do with sport zum Beispiel (z.B.) for example …… .ist anders …… .is different
- 34. ¿Dónde estamos? ¿Qué o quién hay en la foto? ¿Qué se puede ver? ¿Qué no se puede ver? ¿Cuándo se hizo la foto? ¿Qué acaba de pasar? ¿Qué va a pasar ahora?
- 35. ¿Dónde estamos? ¿Qué o quién hay en la foto? ¿Qué se puede ver? ¿Qué no se puede ver? ¿Cuándo se hizo la foto? ¿Qué acaba de pasar? ¿Qué va a pasar ahora?
- 36. ¿Dónde estamos? ¿Qué o quién hay en la foto? ¿Qué se puede ver? ¿Qué no se puede ver? ¿Cuándo se hizo la foto? ¿Qué acaba de pasar? ¿Qué va a pasar ahora?
- 37. Opinion Irregular verb Juicy vocab Someone else 15+ words Good pronunciation
- 38. Was hast du letztes Wochenende gemacht? Sprechen Letztes Wochenende war sehr hektisch! am Samstag……. am Sonntag……. dann… in die Stadt aber der Film… sp äter … ein Picknick machen Am Abend…
- 39. ¿Adónde? ¿Cómo? ¿Con quién? ¿Cuándo? ¿Qué más?
- 40. ¿Hay……….? playa catarata montaña(s) acantilado(s) desierto palmera bosque(s) selva mar ruina(s) costa río(s) lago hierba rascacielos apartamento(s) hotel(es) oficina(s) edificio(s) moderno(s) edificio(s) antiguo(s) escuela jardin(es) tienda(s) fábrica(s) granja
- 41. Pienso que… moderno antiguo llano montañoso limpio sucio seguro peligroso grande pequeño bonito feo industrial rural lleno vacío caluroso frío
- 42. Friday 25 June 2010 Brighton – Linguascope Conference What's their motivation? Ideas to promote spontaneous and planned talk in the foreign language classroom. www.rachelhawkes.typepad.com/linguacom www.slideshare.net
Notes de l'éditeur
- All the major changes at national level in language learning, including the new GCSE, the new secondary curriculum and the renewed Framework for languages place a greater emphasis than ever on the importance of oral interaction and communication. Language learners should i nitiate unrehearsed exchanges, carry out unscripted conversations and discussions and respond confidently and spontaneously to unpredictable elements. What does this look like in the classroom at KS3 and KS4 and how can we make it happen? This session gives a wealth of practical ideas today that you can use in the classroom tomorrow.
- The vast majority of answers to this question centered on the fact that using the language for a real purpose will involve being able to talk spontaneously. The obvious conclusion to be drawn is that if they are therefore a) not doing any spontaneous speaking in their lessons or b) not feeling that they are getting better at speaking 'without a script' then they are not in their lesson time learning what they need to know to use language in the real world. The implications for motivation are apparent! Other interesting responses - the link between speaking spontaneously and getting more confident plus the the other element of 'real' - students feel that what they can do without notes/preparation is what they 'truly' know. The suggestion is that what they can only do either from notes or after having a week to memorise is NOT real knowledge.
- 1) Around 2/3 students answered this question by stating something like: "They would cope really well because they would speak confidently and spontaneously really easily' (no idea/unrealistic) 2) Of those that did answer more usefully, there was still not a clear sense of 'how' i.e. strategy use 3) Most answers stress fluency as key 4) Fewer mention accuracy 5) Top set students most likely to mention accuracy AND fluency together 6) A few mention quality of language, including range of vocabulary, tense use, opinions, extended answers - particularly Year 10 learners and 9 top sets 7) Attributes of a confident learner mentioned were: risk-taking, not afraid of mistakes, responds readily, good pronunciation 8) Strategies mentioned (very few answers but very good!) were: listen carefully to pick out key words and understand the question, take time to think, use words and structures they know, ignore mistakes and keep going, use gestures and facial expression to help support meaning
- Promener un chien
- Year 7 Talking frame
- This lesson aims to enable learners to practise asking questions about photos. They start off with this slide and try to make as many questions as possible to ask you about the photo on slide 3. (They haven’t seen the photo yet).
- Give students the questions and 1 minute for question 1 to think through (not write down) an answer with exactly 7 words. Take a few answers in whole class feedback. Then give them 3 minutes to do the same for the other 3 questions. Then give them 3 minutes to choose 1 of the 4 questions and try to come up with a sentence of 10 words – they will need either ‘und’ or ‘aber’ or ‘weil’ or ‘denn’ for this. They can be encouraged to use other forms of the verb other than ‘ich’ too here – e.g. Ich habe einen Bruder aber meine beste Freundin Emma hat keine Geschwister. This highlights some of the different ways to extend answers.
- Picture A is Asturias - picture B is Almería in Andalucía. Would be useful to ask students to guess where these photos were taken. I would imagine that most would think that B is Spain but not A. Good to dispel myths that Spain is all like it is on the south coast!
- Pictures and task taken from ASSET Breakthrough speaking task – grade 3
- Year 7 differences
- This is the start to the lesson. If this is the first real Odd One Out activity the class has done in the TL, I would suggest introducing and practising some essential language from the support sheet to help them. So as not to limit their thinking to the ideas on the sheet, you will then need to stress the fact that there is never one right answer, but many and that they should try to be as inventive as possible and work beyond the help sheet for their reasoning whenever they can. Give the class 1 minute to think and discuss in pairs about the first one and then take suggestions. Then give 5 more minutes for the remaining for and encourage them to practise/rehearse their TL answers in pairs before the whole class feedback that will follow.
- Children in Huancayo, Northern Peru This routine of 7 questions is one that I think will help prepare students to be able to respond more spontaneously particularly in Picture-based discussion tasks in the new GCSE (and obviously also in the other types of task too) There are not meant to be right answers to all, if any, of these questions and a couple of the questions might seem a bit odd but they do help to draw out a lot of different ideas, using a variety of structures and time frames that can be readily adapted to any picture.
- Talking Frame for generating a brief narration of last weekend. Could involve some whole class with teacher modelling, followed by short practice in pairs (tennis-style i.e. Taking it in turns to do a sentence each), possibly a 3-rd time as whole class chorally!
- As soon as learners have done the preterite, this sort of talking task is good for developing talk in the past. Again, switching to ask learners where they didn’t go, how they didn’t travel etc.. will make the task much more spontaneous and give more scope for learners to give different answers
- All the major changes at national level in language learning, including the new GCSE, the new secondary curriculum and the renewed Framework for languages place a greater emphasis than ever on the importance of oral interaction and communication. Language learners should i nitiate unrehearsed exchanges, carry out unscripted conversations and discussions and respond confidently and spontaneously to unpredictable elements. What does this look like in the classroom at KS3 and KS4 and how can we make it happen? This session gives a wealth of practical ideas today that you can use in the classroom tomorrow.