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Showing posts from November, 2019

Book review: 100 Ideas for Secondary Teachers: Outstanding MFL Lessons

This pocket-sized book of 123 pages is written by British teacher Dannielle Warren. Having had a sneak pre-publication version of the manuscript, I’ve now had the chance to read the final product. It’s a pretty quick and easy read, consisting of 100 easy to implement lesson ideas divide into nine sections entitled Speaking, Listening, Reading, Writing, Grammar, Translation, Vocabulary, Marking/Feedback/Improvements and Revision. The ideas are often familiar, tried-and-tested and frequently requiring little preparation. Many teachers will recognise classics such as Battleships, structure strips, vocab bingo, dictation drawing ( “ read and draw”) and Trapdoor. Some of the ideas are nor one-off activities or games, for example the one called Exploiting Texts which gives a few ways to use written texts. None of this is a criticism, since, as I know, when you write about language teaching ideas you can’t assume how much knowledge each reader possesses. In that respect, the book hits the

Dictation revisited

When the communicative movement began to take hold, particularly in the 1980s, dictation went out of fashion to a considerable degree in UK schools. Many teachers were already rejecting it as a classroom exercise since pupils often found it too hard and the results were often poor. Furthermore, as an activity it's hard to call it "communicative" in any way. Indeed, in many teaching contexts I would not personally recommend dictation, but in an MFL secondary setting, with assessment requirements in mind and very limited teaching time available, it makes sense as part of a varied diet of input-based, interactive and communicative practice, with form emphasis on listening and speaking. Nowadays, transcription and dictation have made a return for a few reasons. First, it's increasingly clear that a secure grasp of phonics (sound-grapheme correspondences) and sound phonological memory are important for listening skill. (When we listen we need an accurate phonological rep

Game shows you could use in language lessons

I started a thread on the GILT Facebook group the other day. GILT = Global Innovative Language Teachers, in case you don't know of it. My topic was TV and radio game shows you can adapt for productive language lessons. Here are the ideas teachers came up with. I'll begin with the ones I used to use on occasion: The Price is Right (guessing prices of items to practise numbers and descriptive language). Countdown (in French Le jeu des chiffres et des lettres ) for practising numbers). Just a Minute (the BBC radio show where you have to talk for a minute without repetition, hesitation or deviation) - good for fluency practice and oral exam revision. University Challenge (UK TV show - general knowledge team quiz for advanced students - good for listening, speaking and general cultural knowledge). Would I Lie to You? (BBC TV panel show - advanced level, guessing if someone’s story is true or false - listening and fluency). Call my Bluff (old BBC panel show) - for adva

Filling the gaps

All teachers at some time make use of gap-fill activities. There are very good reasons for doing so, whether the focus is on careful listening with a transcript, grammatical awareness, vocabulary retrieval or general comprehension. I particularly liked them for scaffolding listening with classes, combining comprehension with phonics and grammar. A gap-fill really gets students listening intensively and supports the process of listening. If you are keen on the idea of Listening as Modelling (as described in our listening book) you may prefer this type of task to general comprehension exercises which can end up promoting guesswork. You can use gap-full in all kinds of ways and with different aims in mind. As a little exercise I thought I’d make a list if all the types of gap-fill I could think of.  These are all with LISTENING in mind, more than reading. These could help you focus on the precise aim of the gap-fill or just provide you with some variations to make it more interesting fo

Book review: Teaching Literature in the A Level Modern Languages Classroom

Well, well, this is an excellent book! The type of book I wish I had access to as a young teacher learning to teach A level. Written by Katherine Raithby and Alison Taylor and published by Routledge (the date of publication is given as 2020, curiously), this book of 250 pages provides an in depth guide to teaching literary works, a compulsory element of A level MFL since 2016. It will be a standard reference work for quite a few years to come and certainly falls into the category "must read". The book consists of 11 chapters and six appendices. Chapter titles include: why teach literature? choosing the text; introducing the text; teaching the novel and short story; teaching the play; understanding characters; understanding themes, style and structure; writing the examination essay; sparking creative language use - before and beyond the set text. The appendices cover sources of information, lists of literary language phrases and examples of reading logs. The languages and te

One teacher’s methodological journey

This is a lengthy guest blog, which teacher Casey Creel kindly sent me. It’s the transcript of an interview she carried out with Dave Limburg, a professor of modern foreign languages at Guilford College in Greensboro, North Carolina. Dave has self-published two of his own textbooks as well as a German grammar overview. He also coordinates the Munich study abroad semester and the German club and the conversation club Stammtisch. I am publishing the transcript more or less verbatim. It’s interesting to see one teacher’s journey from a very traditional grammar-translation approach to something more communicative. Casey:  Hi Dave Dave:  Hey, how are you? Casey:  Good, I’m in the middle of report writing, but I’m otherwise good. Did you learn any foreign languages before you went to university? Dave:  Yes, my family took us to Heidelberg when I was 8 so I learned German there for about two months. It ma de a big impression, even if it was short. Later my siblings and I to