1. Powerpoint Templates Page 1Powerpoint Templates
Target Language, Speaking Activities &
Using Technology to Develop
Oracy in the MFL Classroom
Isabelle Jones
Alderley Edge School for Girls
http://isabellejones.blogspot.com
@icpjones
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Aims
• Establish a rationale for
effective use of TL in class
• Consider a range of activities
to enhance speaking skills
• Evaluate the use of ICT tools
to develop oracy in the MFL
classroom
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• Beyond the policy: define content
• Develop positive attitudes
• Build in progress
• Aim for consistency
• Encourage risk-taking
Target Language?
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• Achievement and Challenge,
OFSTED, January 2011
• Achievement at GCSE and KS4
uptake
• Language learners’ self-image and
confidence (impact on motivation)
• Personal belief
Why Speaking?
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• Student use of Target Language in
class
• Structured speaking activities
• Spontaneous talk in and out of the
MFL classroom
Different types of Speaking?
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“The changing landscape of languages” OfSTED (2004-2008)
“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.”
“A further hindrance to speaking fluently was that sound-
spelling links not been taught well.”
“...it was much rarer for reading or listening to be used to
stimulate discussion and communicative activities.”
‘When required to speak at greater length or in new
situations, ...accuracy and fluency deteriorate, partly because
[the] grasp of structure is usually less secure than [the]
retention of vocabulary.’
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• Give detailed information
• Express personal opinions
• Justify points of view
• Use more developed sentences
• Increase the number of
exchanges in a conversation
• Use a range of vocabulary and
structures
• Use time references
• Refer to past, present or future
Speaking targets
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Key strategies to enhance Speaking
*Teaching sound-written patterns (phonics)
*Systematically practising language-
enhancing structures
*Providing opportunities for planned &
unplanned talk
*Focusing on key structures and verbs in
different tenses
*Catering for a wide range of preferred
learning styles
*Using technology to motivate & record
interactions or Individual speaking work
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Becoming more
Fluent
Developing your
Memory
Improving your
Pronunciation
Asking
questions
Sentence-
building
Spontaneous
responses
With thanks to Lucy Hadfield and Rachel Hawkes
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• Teacher use of the Target Language
• Opportunities for students to speak the
language for a real purpose
• Safe environment for speaking
• Pronunciation and student confidence: for or
against choral repetition?
• Something to aim for: Group Talk
http://www.teachfind.com/teachers-tv/mfl-implem
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• Rebus http://www.rebus-o-matic.com/index.php
What about pronunciation?
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Le Rap
J’ai un chat, Hannibal.
Tu as un animal?
Elle a un chien.
Nous avons un lapin.
Vous avez des lions?
Elles ont deux serpents longs
Et des poissons.
What about pronunciation?
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Le Rap
J’ai un chat, Hannibal.
Tu as un animal?
Elle a un chien.
Nous avons un lapin.
Vous avez des lions?
Elles ont deux serpents longs
Et des poissons.
What about pronunciation?
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1. Describe and draw 9. Taboo
2. Spot the difference 10. Battleships
3. Quiz quiz trade 11. Mini presentations
4. Story telling 12. Chain speaking
5. Charades 13. Role play
6. Mime/Narration 14. Information gap
7. Find someone who 15. Pair dictation
8. Interviews 16. Picture narration
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17. Guess who 23. Class survey
18. Memory pairs 24. Speed dating
19. Chinese whispers 25. Puppets
20. Verbal tennis 26. Question/song of the
day
21. Mind reading 27. Use visitors to introduce
themselves to the class.
22. Noughts and crosses
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1.¿Qué es la fecha de hoy?
2.¿Qué tiempo hace hoy?
3.¿Qué estudiamos ayer?
“Hoy hace buen/mal tiempo”
“Hoy llueve/hace calor/hace
frío”
“Hoy es ________, ____ de________”
“Ayer, estudiamos…..”
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1 uno 16 dieciséis
2 dos 17 diecisiete
3 trés 18 dieciocho
4 cuatro 19 diecinueve
5 cinco 20 veinte
6 seis 21 veintiuno
7 siete 22 veintidós
8 ocho 23 veintitrés
9 nueve 24 veinticuatro
10 diez 25 veinticinco
11 once 26 veintiséis
12 doce 27 veintisiete
13 trece 28 veintiocho
14 catorce 29 veintinueve
15 quince 30 treinta
“Hoy es ________, ____ de________”
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¿Cómo
te llamas?
¿Cuántos
años
tienes?
¿De qué
color son
tus ojos?
¿Cómo
eres de
carácter?
¿Cómo es
tu pelo?
¿Qué te
gusta hacer
en tu tiempo
libre?
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¿Cómo eres?
Me llamo Ana.
Tengo quince años.
Tengo los ojos verdes.
Soy divertida.
No soy seria.
Tengo el pelo negro y liso.
Me gusta bailar porque es un desafío.
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Cómo contestar las preguntas:Cómo contestar las preguntas:
Naranja
Amarillo
Rosa
Morado
Marrón
Verde
Rojo
Azul
► ¿Dónde vives exáctamente?¿Dónde vives exáctamente?
► ¿Te gusta dónde vives?¿Te gusta dónde vives?
► ¿Por qué (no) te gusta tu casa?¿Por qué (no) te gusta tu casa?
► ¿Cuántos cuartos hay en tu casa en total?¿Cuántos cuartos hay en tu casa en total?
► ¿Cuántos cuartos hay arriba?¿Cuántos cuartos hay arriba?
► ¿Dónde preferirías vivir?¿Dónde preferirías vivir?
► ¿Qué tipo de casa te gustarías tener?¿Qué tipo de casa te gustarías tener?
► ¿Desde hace cuándo vives en tu casa?¿Desde hace cuándo vives en tu casa?
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LosLos
luneslunes
LosLos
luneslunes
Una vezUna vez
porpor
semanasemana
Una vezUna vez
porpor
semanasemana
TodosTodos
loslos
díasdías
TodosTodos
loslos
díasdías
LosLos
martesmartes
LosLos
martesmartes
LosLos
finesfines
dede
semanasemana
LosLos
finesfines
dede
semanasemana
DosDos
vecesveces
porpor
semansemanaa
DosDos
vecesveces
porpor
semansemanaa
LosLos
fines defines de
semanasemana
LosLos
fines defines de
semanasemana
TodosTodos
loslos
díasdías
TodosTodos
loslos
díasdías
TodosTodos
loslos
díasdías
TodosTodos
loslos
díasdías
CHALLENGE: can you include time?
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Battleships – el lunes + activity
el día
la
actividad
lunes martes miércoles jueves viernes sábado domingo
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Think of a question you have learned in
Spanish so far…..
1.Write it on the post-it with the answer
too.
2.Walk around the room, when the music
stops ask the closest person to you the
question. swap papers.
3.When the music starts again, continue
moving around the room.
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Me despierto Me levanto Me ducho
Me peino
Voy al institutodesayuno Hago mis deberesMe visto
Veo la televisión ceno Me lavo los dientes Me acuesto
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Tengo que pasear
al perro
No tengo tiempo Tengo que
lavarme el pelo
Tengo que hacer
mis deberes
Tengo que ordenar mi
dormitorio
No
quiero.
No tengo dinero
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Francia
Japón
Brazil
fuí aEl verano pasado
El invierno pasado
El año pasado fuímos en
avión
a pie
barco
para
por el día
tomé el sol
descansé
visité monumentos
una semana
quince días
un mes
bailé
mandé mensajes
saque fotos
Y por la
noche
con
mi familia
mis amigos
mi profesor
Lo pasé
bomba
bien
mal
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Word in a bag – explain it to the group.
Dice games: 1 dice represents pronouns, second dice represents
verbs or tenses.
Write an unknown word on the board: pupils ask questions to
find out what it means.
Guessing game: In pairs, one pupil has a card with a word on a
topic, the partner has to ask questions about it to work out what it
is e.g. an item of lost property, a job, a famous person etc.
TV programme: turn off the sound and pupils provide the
dialogue or use future tense by asking what will happen next.
Balloon debate: Who gets thrown out first?
Cluedo: Who did it? – in groups (with a time limit) pupils come up
with either:
a) the most excuses b) the most creative excuse / alibi
What level??
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Throw the ball: Differentiated questions and responses.
Build it up: Go round the class or back and forth (in pairs): pupils
add a detail to a sentence to make it longer e.g. je joue, je joue au
tennis, je joue au tennis avec John etc.
Link it: Link key phrases and grammar points to different topics
when teaching it e.g. je n’ai pas de frères and ask pupils to come
up with other nouns to replace frères.
Opinions: Put key higher level phrases in an envelope and pupils
in groups. One person rolls the dice e.g. 5 and takes out 5
phrases from the envelope e.g. parce que / weil, je pense que / ich
denke, dass, etc. They have to answer a question using all 5
phrases. This can be made more competitive e.g. rolling a 6 =
nominate someone else to do your turn.
Sounds: in pairs or alone, pupils find as many words as they can
with particular sounds. (they could be searching for rhyming words
too)
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Motivate and Record Talk
http://www.easi-speak.org.uk/ http://audacity.sourceforge.
net/
http://www.voki.com Ppt recording function
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Using visuals as a prompt to speaking
http://www.flickr.com/
http://www.flickr.com/groups/imagestoteach
languages/
set up by @aliceayel
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Using visuals as a prompt to speaking
What speaking activity(ies) could you set up with this?
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My 30s dice story
Raconte l’histoire du film en 30 secondes
A. Le role principal
1=une petite fille 2=un SDF 3=un joueur de foot
4=une tortue 5=une danseuse 6=un chanteur de rock
B. L’ événement principal
1=un spectacle 2=des vacances horribles 3=un cambriolage
4=un voyage 5=un mariage 6=une course
B. Le lieu principal
1=une école 2=les Bahamas 3=un château hanté
4=un bateau de croisière 5=un stade 6=une bibliothèque
Sentence-building and creativity
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Task 1:
In a pair or small group, plan a sequence of
speaking activities for a topic of your choice.
Remember to include…
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Task 2:
Explore the
ICT tools
and plan
one or more
speaking
activity.
How has
ICT
enhanced
the activity?
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Action!
1. Target Language1. Target Language
2. Speaking Activity2. Speaking Activity
3. Tech for Speaking3. Tech for Speaking
Things to try out or do differently
53. Powerpoint Templates Page 53Powerpoint Templates
Target Language, Speaking Activities &
Using Technology to Develop
Oracy in the MFL Classroom
Isabelle Jones
Alderley Edge School for Girls
http://isabellejones.blogspot.com
@icpjones
Notes de l'éditeur
Use a routine start to each class, elicit answers from pupils. In the beginning you can ask questions and choose pupil to answer, once they get more confident it can be pupil led. (I saw it in French schools and it really engaged kids, the teacher kept record of who had contributed each lesson and ones with most points at the end of the month got a mini prize)
Pupils interview each other either about own details or those of a celebrity. For lower ability groups use following slide for cues.
Follow up writing format for previous two slides
Group work-each table has a leader who picks a smarty out of a bag after all other pupils have been allocated a colour. If they answer correctly they can eat the sweet! If not the leader can. To extend the activity, there could be various questions for each colour ranging in difficulty.
Use slide to elicit theme of comparatives for 1.3 Mira 2 and quickly recap vocab/structure.
Go through characters and check everyone knows them. Do one example with class to remind them of structure “____es más______que_______”. Pupils tick image for their opinion and then talk in pairs to guess what their partner thinks, they get a point if correct!
1. Mime/narration-To be used to consolidate and drill vocab on daily routine. 2. Pupils then say/write about their own daily routine and the other pupil listens and puts images in the correct order. 3. memory pairs unit 1.4 Mira 2
Use as intro to theme of excuses on pg 30 Mira 2 2.4.
Pupils circulate the room, when music stops they invite their partner to do an activity, partner gives an excuse. Do the same vice versa then swap papers. For higher ability pupils, they can fold over the writing so they have to remember how to say the excuse in Spanish.
These slides can be used to practise numerous tenses: present, past, imperfect & future.
1. Simple Q and A format.
2. A ver si adivinas: I have mini cut outs of all the images in a bag and students have to select one place, one form of transport etc and the other student has to guess the answers.
Pupils make a note of their own answers then take it in turns to get what their partners answers are…..they have to repeat each time and start from the beginning if they get it wrong. (do demo with teacher first!!)