Classroom talk Explore practical, reliable and replicable strategies to enhance the quality of the talk in your MFL classroom, including increasing the amount of spontaneous learner talk. Speaker: Dr Rachel Hawkes

Comberton Village College Classroom talk Rachel Hawkes Planning for spontaneity: practical strategies to enhance talk in the languages classroom

Good / excellent teacher use of TL Pupils willingly participate in activities that require them to use the language to communicate orally and in writing. Teachers routinely use the target language for classroom communication and generally insist on pupils responding in the language. Carefully planned imaginative activities guide and support pupils to communicate enthusiastically both orally and in writing in the target language and secure outstanding progress. Pupils use the language with little prompting for routine classroom communication as well as for specific purposes.

Outstanding (1) The TL is the dominant means of communication in the lesson and teachers have high expectations of learners use at an appropriate level. As a result, learners seek to use the TL as the normal means of communication when talking to the teacher or informally to each other. Teachers informally monitor and assess spontaneous TL use, keeping track of learners progress in order to ensure their expectations increase as they move through the school. Teachers target language use is monitored by subject leaders and good practice is regularly shared across the department resulting in a high level of consistency. Good (2) Teachers provide a consistently fluent and accurate model of the foreign language for learners to emulate. English is only used where appropriate. Learners occasionally respond to the teacher spontaneously in the TL, but do not seek to use it to communicate with each other. Learners are expected to use the TL with greater fluency as they move through the key stages. Teachers ensure all pupils experience the need to react to unpredictable elements in conversations. Teachers praise and encourage spontaneous use by students when it occurs. There is a high level of consistency in the quality and quantity of TL use across the department, supported by a unified departmental policy.

Classroom talk Teacher talk Student to teacher Planned tasks to generate and support spontaneous/unplanned talk Student to student

Planning teacher talk Consistent Clear / concise Checks understanding Creative Communicative

Incidental talk Y8 beginner German first 6 weeks danke (thank you) gut (good/well) bitte (please) einfach (easy) jetzt (now) eine Frage ( a question) eine Antwort (an answer) schwierig (difficult) ein Heft (an exercise book) fast (almost) schnell (fast) eine Ausnahme (exception) die Aussprache (pronunciation) intelligent klar (clear) Ist das…? (Is it/that…?) nein (no) kein (no + noun) nicht (not)

1.Ich lese/spreche ein Buch 2.Deutsch ist danke/gut 3.Ich bin intelligent/ein Heft 4.Mathe ist einfach/jetzt 5.Usain Bolt laüft sehr fast/schnell 6.Ich habe keine/nein Brüder 7.Physik ist schwierig/ja

Planning student teacher talk Teach essential classroom language Insist on it consistently Reward spontaneity Monitor spontaneous talk Following up

las cartas de oro pienso queme gusta(n)mejor (más) importante antes (no) me gustaba(n) quiero puedovoy atengo que Cartas de oro because they are some of the most useful words youll learn ever Play them at any time we are talking in Spanish whole class – needs to be relevant to our discussion theme in some way When you play one you put it back in the envelope Your aim is to use at least 3 per lesson – more than this (reward=spontaneous leader – call home)

Planned tasks Twenty questions What are the questions Hotseating Find someone who

Comberton Village College Questioning Rachel Hawkes 20 QUESTIONS

20 questions 1)Have you…? 2)Do you like…? 3)How…? 4)Where…? 5)Is…?

¿Piensas que …? Do you think that………..?

Comberton Village College Questioning Rachel Hawkes WHAT ARE THE QUESTIONS

1. Me llamo Adam. 2. Tengo 15 años. 4. Sí. 7. Sí, pero es un poco aburrido. 6. Sí, por supuesto. ¿Y tú? 3. En Cambourne. 5. Sí, me gusta mucho. ¿Cuáles son las preguntas?

Was ist die Frage?

5 Tage

in einem Karton

Nein, danke

ein Elefant

Nur am Montag!

Harry Potter

Mein Schultag beginnt um halb neun (1) Nein. Deutsch ist natürlich mein Lieblingsfach. (2) Das langweiligste Fach ist Englisch. (2) Eine gute Frage. Ich finde Mathe nützlicher als Englisch. (2) Letztes Jahr war Geschichte sehr langweilig aber dieses Jahr ist es besser. (2) Ich werde immer pünktlich zur Deutschklasse kommen (1) Ich habe Grammatik gelernt und ich habe gesungen (2) Ja (5). Nein. Ich muss Hausaufgaben machen (5) Man darf niemanden hänseln oder ärgern (1) Manchmal ist es lustig aber leider ist Mathe oft nur langweilig. (2) Ich muss Hausaufgaben machen (2)

Deutsch ist schwierig, ja? Hast du mein Goldfisch genommen? Wie findest du Mathe? Das langweiligste Fach ist Geschichte oder? Magst du Pizzasaft? Denkst du, dass Alex ist ein bisschen verrückt? Was hast du in den Ferien gemacht? Was ist das langweiligste Fach? Was du in dein letztes Deutschfach gelernt? Englisch ist interessant, oder? Möchtest du ins Kino gehen? Findest du Englisch langweilig, oder? Später kannst du Schaflaufen ? Was ist eine Schulregeln? Warum kannst du nicht mit mir nach Cambridge gehen? Magst du Geschichte? Wie findest du Geschichte? Frau Gillings, ist das du? Was musst du nächstes Jahr gemachen? Was musst du am Freitag machen? Ist Mathe langweilig? Variety of formulations Mixture of tenses Use of statements + oder? Some more complex question structures Some mistakes! Message-oriented Humour! Like EFL sessions

Comberton Village College Questioning Rachel Hawkes HOTSEATING

Salut! Je mappelle Clarisse et jhabite à Fonainebleau. Je suis drôle et intelligente et je suis fan de foot! Le foot, cest ma passion. Mon équipe, cest le PSG. Mon frère Rény est très sympa. En genéral on sentend bien et normalement on regarde les matches de foot ensemble. Hier soir, jai regardé un match de foot international à la télé, Jai mangé du popcorn, comme dhab. Le weekend dernier, je suis allée au Parc des Princes où jai regardé le PSG contre Auxerre. Jai aimé le match parce quil y a eu deux pénalties. Après le match, je suis allée au café où jai mangé un sandwich.

1Comment tappelles tu? 2Où habites-tu? 3Tu es comment? 4Tu es drôle? Tu es intelligent? 5Quel est ton sport préféré? 6Quelle est ta passion? 7Quelle est ton équipe préférée? 8Qui est Rény? 9Tu as des frères ou des soeurs? 10Comment sappelle ton frère? 11Ton frère, il est comment? 12On se dispute? 13Quest-ce quon fait ensemble? 14Quest-ce que tu aimes faire avec ton frère?

15Quest-ce que tu fais normalement avec ton frère? 16Quest-ce que tu as fait hier soir? 17Tu as mangé quelquechose? 18Quest-ce que tu as fait le weekend dernier? 19Le PSG, cest quoi? 20Cétait bien le match? Pourquoi? 21Le PSG a gagné? 22Quest-ce que tu as fait après le match?

Comberton Village College Questioning Rachel Hawkes FIND SOMEONE WHO

Busca a la persona que … juega al fútbol los sábados. va al cine a menudo. lee todos los días. ve la tele cada día. nunca descarga música del Internet.

Busca a la persona a quién… le gusta Come Dine with Me. no le gusta Top Gear. le gusta Factor X.

Planning student student talk Teach specific language e.g. game-playing Group talk tasks

Du bist ein großer Schwindler / eine große Schwindlerin! You are a big cheater! Halt die Klappe! Ich höre nicht. Shut up! I cant hear. Ich habe gewonnen! Ich bin der Meister / die Meisterin! I have won! I am the champion! Was hast du für Nummer..... geschrieben? What have you written for number....? Du hast verloren!You have lost!Ich habe keine Ahnung, kannst du mir helfen? I have no clue, can you help me? Fang an! Du bist daran! Start! Its your turn! Können wir bitte zusammen arbeiten, ich verstehe das nicht so gut? Can we work together please, I dont understand it very well..

NadalPaella David VillaAndy Murray

X ¿Qué piensas? ¡Sí, es verdad! ¡No, es mentira! ¡Yo también! ¡Yo tampoco! ¡Estás loco/a! Pienso que... X X ¿Qué piensas?

Pienso que…I think that… Creo que..I believe La excepción es..the exception is porquebecause/for Es (from verb SER to be)It is (permanent characteristics) un animal – una persona - un país – un continente - an animal – a person - a country – a continent de Inglaterra, Escocia, España… plural/singular un verbo – un adjetivo – un sustantivoa verb - an adjective - a noun masculino - femeninomasculine - feminine diferentedifferent los otros son…the others are…

EspañaPerúBrasilCuba yoellanosotrosUsted unodosdiezdoce MadridParisLondresBarcelona

e.g. One interaction Jack: Me gusta el chocolate porque es dulce. ¿Qué piensas? (What do you think? Molly: Yo tambi én (Me too) Abbie: ¡Ni hablar! (No way!) Sam: Estoy de acuerdo (I agree) e.g. The next interaction Molly : Me gustan las hamburguesas porque son deliciosas. ¿Qué piensas? (What do you think? Jack: Yo tambi én (Me too) Sam: ¡Estás loco/a! (You are crazy!) Abbie: No estoy de acuerdo (I dont agree) nominate listeners set timer – 8 minutes Reminders- Practice, 8 minutos Resource created by Rosyroja

Self and Peer assesment sheet In my group talk speaking test today I achieved: level 3 because I took part in a simple conversation and asked questions and gave replies 3 times. To reach level 4 my partner needs to…………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………………. level 4 because I asked questions and gave replies 4 times and was able to apply grammar rules correctly. To reach level 5 my partner needs to…………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………………………………… Resource created by Rosyroja

STAGE 1 Introducing and responding to simple opinions

Resource created by Jen Turner JaNeinStimmt! Das stimmt nicht! Da hast du Recht! Wirklich? superEcht?toll

Was hältst du von.....? Resource created by Jen Turner

STAGE 2 Taking part in a short discussion

STAGE 3 Exchanging reasons and preferences Talking across time frames

STAGE 4 Developing a line of thought Sharing points of view Balancing an argument

Classroom talk Teacher talk Student to teacher Planned tasks to generate and support spontaneous/unplanned talk Student to student

Comberton Village College My contact details and links to resources This and other CPD presentations 2. Teaching resources for KS2 – 5 (mostly Spanish) (type rhawkes into search to pull up all resources) Rachel Hawkes