Language Teacher Toolkit: Steve Smith's blog

I've set up a new section on the A-level page of my site. It's called Dialogues. Although I have masses of texts and listening material on that page, there have been, hitherto, no dialogues. So I used Chat GPT to create a dialogue in French on the topic of marriage. My prompt was: "Write a dialogue in French between two young French people talking about the pros and cons of getting married. About 500 words." The result is below, along with the tasks I thought would go well with the dialogue. This would work well with a Y13 class or maybe a high-flying Y12 group, later in the year. In terms of the Speaking assessment, this would help students prepare for the sorts of conversation they might have when doing the Stimulus card, though they would need to add a few facts and figures for the relating to a francophone country or community to get the best marks. So far there are two dialogues on the page, the one below and one on immigration. More will follow. Dialogue sur le

Some traditions in language teaching are very hard to shift. Two key ones, as I see it, are teaching with a grammatical syllabus and setting vocabulary to learn. I want to look at the second and suggest five reasons why vocab learning (and tests) are a bad idea. 1. What does knowing a word mean? Paul Nation has for many years reminded us that knowing a word is much more than about knowing what it means or how it translates. A bilingual translation of an isolated word is a starting point (and is of course useful), but there is much more to it than this. As well as meaning, we need to know about FORM and USE of words. Form refers to aspects such as spelling, morphological form (is it a noun, a conjugated verb, an adverb based on an adjective?), what it sounds like (phonology) and how its sound relates to its spelling (phonics). USE refers, for example, to other words which commonly go alongside a word, namely collocations (think of what appears when you start a Google search) and, at a m