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Classroom talkF – A – S – T
Strategies to support quality TL talk in the languages classroom
Speaker: Dr Rachel Hawkes
F – A – 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 1Ypsilon – mit Ypsilon (when spelling out names)Wie heißt du? Ich heißeGuten TagHalloBitteDanke
Lesson 2 janeinsprechennichtschreibeneine FragevergessenWie viele?sagendannfreiwillig
Lesson 3Hausaufgabenein Substantivist nicht dalaut(er)Mädchen (mit Umlaut)Junge
Lesson 4wiederholenabschreibenmitohne
Lesson 5Wie viele?Wörterjede Personeins, zwei, drei, vierrot, blau, gelbDreieck, Viereck, Kreisspätmein Heft ist nicht daIch habe ein Problem
Lesson 6schnell (schneller)Ich braucheklar?gross/klein
Lesson 8noch 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
Frau HawkesKlasse
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 s’appelle?
Quel âge a-t-il?
Il est comment?Qu’est-ce qu’il a comme famille?
Il a des animaux?
Où est-ce qu’il habite?
Qu’est-ce qu’il aime faire?
Qu’est-ce qu’il n’aime pas faire?
Qu’est-ce qu’il a fait hier?
Qu’est-ce qu’il a à la main?
Il parle avec qui?
Qu’est-ce qu’il a regardé hier soir à la télé?
J’habite 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 frère va normalement au stade.
Mes copains vont à la piscine.
SAY SOMETHING DIFFERENT
Nadal Paella
David Villa Andy Murray
X
¿Qué piensas?
¡Sí, es verdad!¡No, es mentira!
¡Yo también!¡Yo tampoco!
¡Estás loco/a!
Pienso que...
XX
¿Qué piensas?
Pienso que… I think that…
Creo que.. I believe
La excepción es.. the exception is
porque because/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 plural/singular
un verbo – un adjetivo – un sustantivo a verb - an adjective - a noun
masculino - femenino masculine - feminine
diferente different
los otros son… the others are…
Trouve quelqu’un qui…..1)…va souvent au cinéma.2)…va de temps en temps à l’église. 3)…ne va jamais à la pationoire.
Trouve deux personnes qui…..4)…vont au centre commercial tous les weekends.5)…vont souvent au centre de loisirs.
¿Qué se puede ver?¿Qué van
a hacer?
¿En qué piensan?
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
¿Qué va a hacer Lara este verano?
¿Qué no va a hacer ?
En las vacaciones voy a ir a España. Voy a alojarme en un hotel. Voy a comer platos típicos 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.
Fenomenal futures*Basic sentence:Voy a + infinitive.
Enhanced by the ‘super’ structures:
EsperoMe gustaríaQuieroTengo queTengo ganas deTengo la intención deTengo pensado } + infinitive
Now read this passage out, without using ‘voy a’ more than once!
¿Cuáles son las preguntas?1. Tiene el pelo
largo.
2. Me gusta el teatro
3. Son fáciles.
5. sí.
4. El español.
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
¿Puedo…trabajar con…?
usar el diccionario
?
ir al baño?
mirar en mi libro de
vocabulario?
sentarme allí?
ir a mi clase de música?
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
Bananedie CD
die Diskette
der Elefant
der Fussball
dasGeschenk
der Hund
dasIglu
der Junge
dieKatze
der Löwe
dasMädchen die
Nussdie
Orange
das Iglu die
Katze
der Löwe
Selling• ‘Sell’ the methodology you use appropriately• Reward the risk-takers in speaking• Ensure suitable differentiation and
progression
Education with an international outlookLanguage learning and leadership development
"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
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 talkF – A – S – T
Strategies to support quality TL talk in the languages classroom
http://www.rachelhawkes.com/PandT/Speaking/Speaking.php
