The pressure on students and teachers to get the best grade is high. Teachers have a duty to prepare students as thoroughly as possible, just as students need to their utmost to succeed. Most students do. In this fourth and final post on teaching A-Level MFL we shall look at steps we can take to ensure best performance on the day. I’ll take each paper in turn. Paper 1 Listening, reading and writing Analyse past papers so you and the students are familiar with question types. Share with students remarks made by examiners in their reports. These are available on the exam board websites in a secure area which you should have access to via your exams officer. If you have taught in a principled way during the course, and students have worked hard, good performance will follow. Apart from ensuring students have done a mock and several past papers (some in timed conditions), there are certain elements that require specific preparation and practice. The main one is the summary tasks. For adv
This is a fun little 5-minute activity based on the game Soundiculous which I’ve played with family and friends. The aim is some simple vocab retrieval in a relaxed and enjoyable format. Students work in pairs, with each student having their own list of around 5-10 target language words. Taking turns, students have to make a noise which represents the vocab item. They cannot use any words or gestures. The partner guesses the word from the noise. They make multiple guesses. Here are some easy ones: cat, dog, sheep, cow, snake, duck, chicken, frog, mouse, horse, kangaroo, car, train, motor bike, police, aeroplane, helicopter, guitar, flute, trumpet, drums, clock, mobile phone, food, drink, sleep, laugh, cry, coigh, sneeze, etc Depending on the class’s prior knowledge, you could display a bilingual list from students would choose their answer. To add a little challenge, you could insist that students make up a sentence using the word, e.g. ‘dog’ could lead to ‘I like dogs’ or ‘My dog is