Skip to main content

Three ways to help A-level students enrich their spoken language

One of the benefits of leading exam board training sessions is that you get to pick up new ideas from the attending teachers. In this case, while leading a session for AQA with teachers in York today, I was talking about ways to get A-level students to produce more sophisticated language in their speaking assessments.

I suggested that one way of varying pair work practice on an A-level sub-theme was to interrupt pairs of conversing students after, say, four minutes, then to display on the board five idiomatic phrases or complex syntactic structures which the students have to include in their conversations with a new partner for the next four minutes. Then, four minutes later, you add another five phrases or structures and ask students to include all ten chunks of new language into their next conversation with a new partner. And so on until the task runs out of steam.

Example phrases could be:

Ce que je trouve intéressant, c'est...
Il va sans dire que...
J'aurais plutôt l'impression que...
Qu'on le veuille ou non...
J'estime que...
Ça ne m'étonne pas que... (+ subjonctif)
D'un côté... en revanche...
Un argument clé à mon avis, c'est...

This is a good example of giving a "twist" to a lesson, getting pairs of students to repeat a task with a slight variation with a new partner. It's a bit like classic speed-dating with an extra element. The result is that students repeat and recycle language, adding new elements as they go along.

One of the teachers present then suggested a variation on this. Instead of writing up new phrases for pairs to work on, you can get students to work in small groups around a table and place cards (about a dozen) with structures and phrases in the middle. Each time a student uses a structure on a card they get to keep the card. The winner is the student with the most cards when they have all been used. (You could keep supplying new cards while they are conversing.)

A third variation suggested by another delegate was to give each student the equivalent of a bingo card with at least a dozen phrases and structures on. Each time a student uses a phrase on the card they get to cross it out until all the phrases are used. After each "round" you could hand out a new bingo card.

You could probably come up with other variations. In all the above cases you get to "gamify" conversation and to make it a little more engaging while broadening the students' repertoire of language. I have found that students enjoy the extra little challenge of artificially working in new language. It is quite likely that the phrases they have deliberately included will become. a permanent part of their conversational repertoire.

In all these cases you would be wise to model the use of each new phrase at some point.


- Posted using BlogPress from my iPad

Comments

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