News, views and reviews about language teaching since 2009
Subscribe to this blog
Follow by Email
Search This Blog
Le Mont St Michel - "ça va être la galère!"
Photo : Veolia Transdev
Pendant près de 20 ans j'ai visité le Mont St Michel presque tous les ans en compagnie de mes élèves de cinquième et mes collègues. On y trouve des magasins de souvenirs (d'une qualité variable), de petits musées, des cafés, des restaurants sans parler de l'abbaye tranquille qui se trouve à son sommet. Depuis plusieurs années on parle d'interdire l'accès au site par des véhicules. (La digue dont ils se servent a un effet nuisible sur la baie, créant un ensablement excessif.) Alors à partir de samedi ce sera chose faite. Mais les touristes devront attendre le pont-passerelle qui est en construction et qui sera terminé en 2015. Pour l'instant on pourra prendre des bus électriques qui emprunteront la digue d'accès existante. Mais ça ne sera pas forcément facile......
I am grateful to Kayleigh Meyrick, a teacher in Sheffield, for this game which she described in the Languages Today magazine (January, 2018). She called it “Swap It/Add It” and it’s dead simple! I’ve added my own little twist as well as a justification for the activity.
You could use this at almost any level, even advanced level where the language could get a good deal more sophisticated.
Put students into small groups or pairs. If in groups you can have them stand in circles to add a sense of occasion. One student utters a sentence, e.g. “J’aime jouer au foot avec mes copains parce que c’est amusant.” (You could provide the starter sentence or let groups make up their own.) The next student (or partner) has to change one element in the sentence, and so on, until you restart with a different sentence. You could give a time limit of, say, 2 minutes. The sentence could easily relate to the topic you are working on. At advanced level a suitable sentence starter might be:
Google Translate is a really useful tool, but some teachers say that they have stopped setting written work to be done at home because students are cheating by using it. On a number of occasions I have seen teachers asking what tasks can be set which make the use of Google Translate hard or impossible. Having given this some thought I have come up with one possible Google Translate-beating task type. It's a two way gapped translation exercise where students have to complete gaps in two parallel texts, one in French, one in English. There are no complete sentences which can be copied and pasted into Google.
This is what one looks like. Remember to hand out both texts at the same time.
_____. My name is David. _ __ 15 years old and I live in Ripon, a _____ ____ in the north of _______, near York. I have two _______ and one brother. My brother __ ______ David and my _______ are called Erika and Claire. We live in a _____ house in the centre of ____. In ___ house _____ …
As your Y11 classes start their final year of GCSE, one potential danger of moving from Controlled Assessment to terminal assessment of speaking is to believe that in this new regime there will be little place for the rote learning or memorisation of language. While it is true that the amount of learning by heart is likely to go down and that greater use of unrehearsed (spontaneous) should be encouraged, there are undoubtedly some good techniques to help your pupils perform well on the day.
I clearly recall, when I marked speaking tests for AQA 15-20 years ago, that schools whose candidates performed the best were often those who had prepared their students with ready-made short paragraphs of language. Candidates who didn't sound particularly like "natural linguists" (e.g. displaying poor accents) nevertheless got high marks. As far as an examiner is concerned is doesn't matter if every single candidate says that last weekend they went to the cinema, saw a James Bond…
Twitter and MFL Facebook groups are replete with posts expressing concerns about the new GCSEs and, in particular, the difficulty of the exam, grades and tiers. I can only comment from a distance since I am no longer in the classroom, but I have been through a number of sea changes in assessment over the years so may have something useful to say.
Firstly, as far as general difficulty of papers is concerned, I think it’s fair to say that the new assessment is harder (not necessarily in terms of grades though). This is particularly evident in the writing tasks and speaking test. Although it will still be possible to work in some memorised material in these parts of the exam, there is no doubt that weaker candidates will have more problems coping with the greater requirement for unrehearsed language. Past experience working with average to very able students tells me some, even those with reasonable attainment, will flounder on the written questions in the heat of the moment. Others will…
It's coming up to that time of year again. In England and Wales. Here is a handy list of some good interactive
revision links for this level. These links are also good for
intermediate exams in Scotland, Ireland and other English-speaking
countries. You could copy and paste this to print off for students.
Don't forget the GCSE revision material on frenchteacher.net of course! How could you?