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SPEAK EASY – TACKLING THE NEW GCSE SPEAKING Kerrie Moorhouse
Lead PractitionerThe Redhill Academy
COMING, READY OR NOT!
In your pairs, you have five minutes to discuss either or both of the following:
•What are your main concerns about the new GCSE speaking?
•What are you looking forward to in the new GCSE speaking?
Only one terminal exam in speaking so the risk is less
spread out.
Greater emphasis on spontaneous
and unscripted talk.
More onus on pupils to
manipulate the language for themselves.
A more complex exam comprising of
three elements.
One tier entry only.
Little preparation
time and exams not yet
accredited.
CONCERNS
No more controlled
assessments.
More time for teaching and
learning.
Greater emphasis on
more authentic conversation.
Increased engagement / perception of usefulness.
Less strained relationships
between teacher and
pupils.
Improved transition from
GCSE to A-level.
POSITIVES
SESSION OBJECTIVES
To share strategies to support students with:•Role-plays;•Photo stimulus cards;•General Conversation.
•To discuss the impact of the new GCSE on teaching and learning at KS3 and how we can prepare.
REALIGNING THE WHEEL
You have already laid much of the ground-work for the changes to the new GCSE speaking by doing some or all of the following:•Sound-spelling•Presentation – Practice – Production•Classroom Language•Role-plays / dialogues•Fun activities to build confidence in speaking
You have already laid some of the foundations for the new speaking by doing some or all of the following:•Sound – spelling•Presentation – Practice – Production•Transactional Language / Classroom Language•Question words•Role-plays/dialogues/ drama etc.•Activities to build confidence in speaking•Memorisation.**
These strategies will continue, just with a few tweaks in some cases.
ROLE-PLAYS
Role-plays will require pupils to:•Use transactional language;•Deal with different registers;•Ask questions;•Respond to questions using only prior knowledge;•Respond spontaneously to a one-, two- or even three-part question;•Use communication strategies to sustain a conversation.
QUESTIONING Teaching students how to ask questions at the earliest opportunity is central to their being confident and independent speakers because:•Pupils enjoy asking questions (especially if the topic/task is engaging);•It shifts the power balance to make teachers and pupils more equal and pupils therefore less inhibited;•When both parties are able to ask questions it reflects real conversation and will feel as such to pupils;
¿QUÉ PREGUNTA ES?
Juego al fútbol.
?
en Nottingham.
¿Dónde?
What is the
question?
QUELLE EST LA QUESTION?
Je partirai en vacances.
?
Au mois de juillet.
Quand?
What is the
question?
WAS IST DIE FRAGE?
Ich habe viele historische Monumente gesehen .
?
Siebenundzwanzig.
Wie viele?
What is the
question?
QUESTIONINGTeach the different ways in which you can turn a statement into a question:•Use of tone;•Inversion of subject and verb;•In French: the use of est-ce que;•Making a statement and adding et toi/et vous?•C’est vrai que + statement.
Also highlight the non-existence of the word ‘do’ in questions in other languages!
Turning statements into questio
ns.
Tu habites en Angleterre. Tu habites en Angleterre? (tone) Habites-tu en Angleterre? Est-ce que tu habites en Angleterre? J’habite en Angleterre, et toi?* C’est vrai / correct que tu habites en Angleterre? (tone)*
What are the questio
ns?
What are the questio
ns?
Over to
you!
El viernes en el aula ML6 con la señora Donson Si, me gusta es
fantástico Hablo, escucho, leo y
escribo…y juego.
Ask MeTell Me
Ask MeTell Me
El . . . en el aula . . . con . . . Si, me gusta es . . . (No me gusta es . . . . . . , . . . , y …y . . .
Ask MeTell Me
Every day I. . . I dont usually like
to . . . I rarely . . . Last year I started to
. . . Next year I will . . .
and . . .
Over to
you!
TheHotsea
t
Nombre: Miroslav Klose
País: Alemania
Edad: 33 Estatura: 1m84Goles: 63Participaciones: 114Velocidad: 7Fuerza: 17
Bandera:
Nom: Andres Iniesta
País: España
Edad: 27 Estatura: 1m70Goles: 11Participaciones: 64Velocidad: 8Fuerza: 14
Bandera:
Top Trumps
Nom: Miroslav Klose
Pays: Allemagne
Âge: 33 Taille: 1m84Buts: 63Participations: 114Vitesse: 7Force: 17
Équipe:
Nom: Andres Iniesta
Pays: Espagne
Âge: 27 Taille: 1m70Buts: 11Participations: 64Vitesse: 8Force: 14
Équipe:
Top Trumps
J’accuse
•What can you say?•What are you unable
to say?•How can you get
around it?•What do you need to say to
score well?
•Predict the questions based on
the answers.
•What other
questions might they ask in this
topic?
Prof. de
français
Record me, play me.
ANY OTHER
IDEAS?
PICTURE STIMULUS CARDS
Picture stimulus cards will require pupils to:•Describe people, places, objects and events using only prior knowledge;•Respond to questions using only prior knowledge;•Respond spontaneously to questions;•Use communication strategies to sustain a conversation.
Il y a
Je vois/On
voitIl/elle a
l’air
Ils/elles ont l’air
Il/elle est
Ils/elles sont
Adjectives – emotions /
descriptions
Il/elle a
Ils/elles ont
une personne / des gens
•What can you say?•What are you unable
to say?•How can you get
around it?•What do you need to say to
score well?
•Predict the questions based on
the context and other questions.
•What other questions might they ask in this
topic?
Reading
Images
Reading
Images
Reading
Images
Reading
Images
Delle domande: Secondo te...• Quali sono i suoi passatempi? • Ama gli animali? • Che lavora fa? • Mangia bene? • È pigro? • Quanti anni ha? • Come si chiama? • È sposato? • Di che nazionalità è? • È un tipo solitario?
A
1) Mentionnez 2 differences.2) Répondez à deux questions.3) Posez deux questions.
A B
1) Mention 2 differences.2) Answer 2 questions.3) Ask 2 questions.
A B
Over to
you!
ANY OTHER
IDEAS?
GENERAL CONVERSATION
The conversation will require pupils to:•Develop and extend their answers•Use different tenses;•Give justified opinions;•Ask questions;•Respond to questions using only prior knowledge;•Respond spontaneously to questions;•Sustain a conversation.
LISTENING FOR SPEAKING
In the same way that students can convert statements into questions, teach students how to use questions as a source for their answer. This will:
•Give students thinking time;
•Enable them to answer questions without hesitation;
•Give a greater impression of fluency and comprehension;
LISTENING FOR SPEAKING
This will require putting the emphasis on listening during speaking tasks through:•Listening bingo•Correct the mistakes•Echoing•Verbal translation
MANIPULATION
In addition to the grammar that already goes on in lessons, be explicit about manipulation:
•Verb forms and the difference with how they sound and how they look;
•Adjectival endings and agreements;
•Personal and reflexive pronouns.
•How could you convert
them into part of an answer?•What might
you have to
change?
•What are the
questions asking?•What do
they mean
literally?
COMMUNICATION STRATEGIES
Teach students the strategies to:•Sustain a conversation;•Take an active role in the conversation;•Repair a conversation when it breaks down.
•Hesitation words•Sentence Starters
•Seeking clarification and
asking for help.
Pouvez-vous
répéter?
Comment?
Encore s’il vous plait?
Pouvez-vous
parler plus
lentement?
Je n’ai pas compris
Communication and Repair
strategies
Use hesitation words to buy yourself time.
Think of something you
know how to say and can say
quickly.Repeat the last
two words of the question (with
raised intonation). E.g. Le week-end?
Say as much as you can, give
examples, opinions and use different
tenses.Use gestures and facial expressions
to also communicate your
message.
If you run out of steam, ask a
question!
ANY OTHER
IDEAS?
PREPARING THE FOUNDATIONS AT
KEY STAGE 3•Phonics;•Connectives;• Manipulation of adjectives and pronouns• Manipulation of verbs and tenses;•Understanding and asking questions;•Listening for speaking;•Activities to promote risk taking, confidence and resilience;•Communication and repair strategies.
Over to
you!