Skip to main content

Another look Languages Resources by Samantha Broom






Samantha Broom has had her website online for quite a few years now. It had a refresh some time ago. Many teachers and pupils must have benefited from her work over the years. If you haven't come across it, do take a look. There are resources for five languages, French, Spanish, German, Italian and Portuguese. I'll concentrate on the French materials in this post.

From the home page navigate to French from the drop-down menu at the top, not the Babbel "Practise French" advert.

Although there are a few A-level resources on Maupassant and Molière, the bulk of them are for near beginners and intermediates (GCSE). Topics include: personal information, daily life, home and abroad, healthy lifestyle, basics and Christmas.

If we take just one sub-section of the Home and Abroad category, holidays, you see a menu of over 50 resources, principally Word docs, but also some PowerPoints. there is a mixture of worksheets, presentations, games, cue cards, texts, gapped texts, Titles of resources include; J'ai logé; A l'hôtel conversation; Où vas-tu aller en vacances; transport; En panne; Dans ma valise and Tu pars en vacances. This is the tip of the iceberg.


On the subject of accommodation, the J'ai logé sheet has clear pictures for a matching task and some oral and written production. You could display it for an instant 20 minute session practsining J'ai logé... and J'ai passé... You could extend it to practise pendant. The level is Y8 or easy Y9.

On countries, the Où es-tu allé(e)? sheet is clearly laid out and could be used for display to generate simple oral work and writing. It would suit Y8 pupils learning cities and countries with prepositions.

The Comment as-tu voyagé? sheet has standard clear visuals with gaps to fill. Phases are presented at the top. This would be dispalyed, again, to generate oral work and you could easily blank out the supplied vocab as a simple development of the teaching sequence. This type of resource is s staple of controlled practice in the target language, in the early stages of a teaching sequence.

In fact, many of the resources you find on this site reflect Samantha's mainstream TL approach, which makes total sense to me. It's really quite old-school, but may still be less than familiar to some teachers. I would guess she would adopt a teacher-led approach to sheets like this, then handing over to students to practise in pairs or even groups. There is so much you can do with this type of material, recycling language along the way.

The sheet entitled Le weekend dernier consists of a set of six boxes of TL words and chunks and gapped verbs, all of which will help pupils build up an oral or written description of their last weekend. You might display this for oral practice/repetition and then use it to build up a simple composition.

You can probably tell that I relate strongly to this approach. There are some little errors in some of the sheets, but since they are all editable you could fix these.

Samantha has been very generous to share all her many resources over the years. If you have missed this site, dip into it, soak up the methodology (Samantha trained at St Martin's College, now University of Cumbria, I believe)  and plug any gaps in your scheme of work. I think there is a tendency sometimes to value what is new at the risk of forgetting what high quality material has been freely out there for a while.




Comments

  1. Thanks for the write-up Steve. I've not updated the site in a while and when I first smbegan to upload materials powerpointsnwere only just beginning to be used regularly! We were still in OHT territory.

    You are right: I am St Martin's trained, and very much advocate a TL approach, but I've moved forwards in how I do this too. I've not taught as much French over the last few years but the Spanish is the main one I update as that's my main language.

    Best wishes
    Sam

    ReplyDelete
  2. I'd be interested to know how you've moved the TL approach forward. Guest blog?

    ReplyDelete

Post a Comment

Popular posts from this blog

The latest research on teaching vocabulary

I've been dipping into The Routledge Handbook of Instructed Second Language Acquisition (2017) edited by Loewen and Sato. This blog is a succinct summary of Chapter 16 by Beatriz González-Fernández and Norbert Schmitt on the topic of teaching vocabulary. I hope you find it useful.

1.  Background

The authors begin by outlining the clear importance of vocabulary knowledge in language acquisition, stating that it's a key predictor of overall language proficiency (e.g. Alderson, 2007). Students often say that their lack of vocabulary is the main reason for their difficulty understanding and using the language (e.g. Nation, 2012). Historically vocabulary has been neglected when compared to grammar, notably in the grammar-translation and audio-lingual traditions as well as  communicative language teaching.

(My note: this is also true, to an extent, of the oral-situational approach which I was trained in where most vocabulary is learned incidentally as part of question-answer sequence…

Dissecting a lesson: using a set of PowerPoint slides

I was prompted to write this just having produced for frenchteacher.net three separate PowerPoint presentations using the same set of 20 pictures (sports). A very good way for you to save time is to reuse the same resource in a number of different ways.

I chose 20 clear, simple, clear and copyright-free images from pixabay.com to produce three presentations on present tense (beginners), near future (post beginner) and perfect tense (post-beginner/low intermediate). Here is one of them:





Below is how I would have taught using this presentation - it won't be everyone's cup of tea, especially of you are not big on choral repetition and PPP (Presentation-Practice-Production), but I'll justify my choice in the plan at each stage. For some readers this will be standard practice.

1. Explain in English that you are going to teach the class how to talk about and understand people talking about sport. By the end of the lesson they will be able to say and understand 20 different sport…

Delayed dictation

What is “delayed dictation”?

Instead of getting students to transcribe immediately what you say, or what a partner says, you can enforce a 10 second delay so that students have to keep running over in their heads what they have heard. Some teachers have even used the delay time to try to distract students with music.

It’s an added challenge for students but has significant value, I think. It reminds me of a phenomenon in music called audiation. I use it frequently as a singer and I bet you do too.

Audiation is thought to be the foundation of musicianship. It takes place when we hear and comprehend music for which the sound is no longer or may never have been present. You can audiate when listening to music, performing from notation, playing “by ear,” improvising, composing, or notating music. When we have a song going round in our mind we are audiating. When we are deliberately learning a song we are audiating.

In our language teaching case, though, the earworm is a word, chunk of l…

Designing a plan to improve listening skills

Read many books and articles about listening and you’ll see it described as the forgotten skill. It certainly seems to be the one which causes anxiety for both teachers and students. The reasons are clear: you only get a very few chances to hear the material, exercises feel like tests and listening is, well, hard. Just think of the complex processes involved: segmenting the sound stream, knowing lots of words and phrases, using grammatical knowledge to make meaning, coping with a new sound system and more. Add to this the fact that in England they have recently decided to make listening tests harder (too hard) and many teachers are wondering what else they can do to help their classes.

For students to become good listeners takes lots of time and practice, so there are no quick fixes. However, I’m going to suggest, very concisely, what principles could be the basis of an overall plan of action. These could be the basis of a useful departmental discussion or day-to-day chats about meth…

GCSE and IGCSE revision links 2018

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?

As far as apps for students are concerned, I would suggest the Cramit one, Memrise and Learn French which is pretty good for vocabulary. For Android devices try the Learn French Vocabulary Free. For listening, you could suggest Coffee Break French from Radio Lingua Network (iTunes podcasts).

Listening
http://www.bbc.co.uk/schools/gcsebitesize/french/ (Foundation/Higher) http://www.bbc.co.uk/languages/french/ (Foundation/Higher)
http://www.audio-lingua.eu/spip.php?rubrique1&lang=fr (Foundation/Higher) http://www.ashcombe.surrey.sch.uk/07-langcoll/MFL-resources/french/fr-video-index.shtml