Classroom talk

F A S T
Strategies to support quality TL talk in the languages classroom

Speaker: Dr Rachel Hawkes

FA S T
Fun Accessible Selling Tenacious

Fun a reason to talk

Note and respond to what students want/need to say Exploit and invoke humour Open-ended tasks Subverting the norm

Teachers informally monitor and assess spontaneous TL use, keeping track of learners progress.
http://www.ofsted.gov.uk/resources/our-expert-knowledge/modern-languages Lesson 1 Ypsilon mit Ypsilon (when spelling out names) Wie heit du? Ich heie Guten Tag Hallo Bitte Danke Lesson 2 ja nein sprechen nicht schreiben eine Frage vergessen Wie viele? sagen dann freiwillig Lesson 3 Hausaufgaben ein Substantiv ist nicht da laut(er) Mdchen (mit Umlaut) Junge Lesson 4 wiederholen abschreiben mit ohne

Lesson 5 Wie viele? Wrter jede Person eins, zwei, drei, vier rot, blau, gelb Dreieck, Viereck, Kreis spt mein Heft ist nicht da Ich habe ein Problem

Lesson 6 schnell (schneller) Ich brauche klar? gross/klein

Lesson 8 noch mal? das ist klasse! (said by student)

Fun a reason to talk

Note and respond to what students want/need to say Exploit and invoke humour Open-ended tasks Subverting the norm

Klasse

Frau Hawkes

Fun a reason to talk

Note and respond to what students want/need to say Exploit and invoke humour Open-ended tasks Subverting the norm

Comment il sappelle? Quel ge a-t-il? Il est comment? Quest-ce quil a comme famille? Il a des animaux? O est-ce quil habite? Quest-ce quil aime faire? Quest-ce quil naime pas faire? Quest-ce quil a regard hier soir la tl? Quest-ce quil a fait hier? Quest-ce quil a la main? Il parle avec qui?

SAY SOMETHING DIFFERENT

Jhabite dans un village.

Chez nous il y a beaucoup de pollution.

A Cambridge on peut faire les magasins. Le weekend on va souvent au centre de loisirs.

Mon frre va normalement au stade.

Mes copains vont la piscine.

Nadal

Paella

David Villa

Andy Murray

Qu piensas?

Pienso que...

S, es verdad! No, es mentira!

Yo tambin! Yo tampoco!

Ests loco/a!
Qu piensas?

Pienso que
Creo que.. La excepcin es.. porque Es (from verb SER to be) un animal una persona - un pas un continente de Inglaterra, Escocia, Espaa plural/singular un verbo un adjetivo un sustantivo masculino - femenino diferente los otros son

I think that
I believe the exception is because/for It is (permanent characteristics) an animal a person - a country a continent plural/singular a verb - an adjective - a noun masculine - feminine different the others are

Trouve quelquun qui..

1)va souvent au cinma. 2)va de temps en temps lglise. 3)ne va jamais la pationoire.

Trouve deux personnes qui..

4)vont au centre commercial tous les weekends. 5)vont souvent au centre de loisirs.

En qu piensan? Qu se puede ver?

Qu van a hacer?

Gracias @ Pete Spain

Fun a reason to talk

Note and respond to what students want/need to say Exploit and invoke humour Open-ended tasks Subverting the norm

Qu va a hacer Lara este verano?

Qu no va a hacer ?

Fenomenal futures*
Basic sentence: Voy a + infinitive. Enhanced by the super structures:

Espero Me gustara Quiero Tengo que Tengo ganas de Tengo la intencin de Tengo pensado

Now read this passage out, without using voy a more than once!

+ infinitive

En las vacaciones voy a ir a Espaa. Voy a alojarme en un hotel. Voy a comer platos tpicos en el restaurante. Voy a nadar en la piscina. No voy a nadar en el mar. Voy a ir al centro. Voy a sacar fotos de los monumentos. Voy a visitar los museos.

Cules son las preguntas?

5. s.
1. Tiene el pelo largo.

2. Me gusta el teatro

4. El espaol.

3. Son fciles.

Fun a reason to talk

Note and respond to what students want/need to say Exploit and invoke humour Open-ended tasks Subverting the norm

Accessible
Explicitly teach the language you/they need to use Know what they know and build on it as logically as possible Support TL teacher talk with gestures, cognates, examples, visual cues, drawing modelling

sentarme all?

ir a mi clase de msica?

mirar en mi libro de vocabulario?

ir al bao?

trabajar con?

usar el diccionario?

Accessible
Explicitly teach the language you/they need to use Know what they know and build on it as logically as possible Support TL teacher talk with gestures, cognates, examples, visual cues, drawing, modelling

der Apfel

die Banane

die CD

die Diskette

der Elefant

der Fussball

das Geschenk

der Hund

das Iglu

der Junge

die Katze

der Lwe

das Mdchen

die Nuss

die Orange

das Iglu

die Katze

der Lwe

Selling
Sell the methodology you use appropriately Reward the risk-takers in speaking Ensure suitable differentiation and progression

"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart."
Nelson Mandela
Education with an international outlook Language learning and leadership development

Selling
Sell the methodology you use appropriately Reward the risk-takers in speaking Ensure suitable differentiation and progression

Selling
Sell the methodology you use appropriately Reward the risk-takers in speaking Ensure suitable differentiation and progression

Tenacity
Practise what you preach Insist (consistently) Push through the pain barrier

Classroom talk
F A S T
Strategies to support quality TL talk in the languages classroom
http://www.rachelhawkes.com/PandT/Speaking/Speaking.php rhawkes@comberton.cambs.sch.uk