Tuesday, 21 October 2014

audio-lingua - authentic listening resources

I came across this site a while ago via Steve Smith's frenchteacher.net pages.

It has authentic listening resources in 10 different European languages at different levels from A1-C2.

You can search for files by length, level of difficulty, by male or female voice, and by target audience ie. children, young people, adults and seniors.

Files can be downloaded too, this is especially good if you have problems connecting to the internet in school.

I've started to use these clips with my A level class to try to get them to practise listening to the target language at native speaker speed.

I, and they, have been amazed at how much they actually did understand.

You can even embed them into your blog, or website. This is the clip about the i-phone 6 I used last week:

I'm also going to start to use the clips with my GCSE groups next half term.

Friday, 17 October 2014

WTF: A game for the 6th form.

Here's an idea for a fun starter or bell activity for the 6th form (or able KS4):

I want to call it: WTF (as in "What's the French?" or "Weirdly translated French" or even "Wow, that's funny") but it seems that that acronym is already taken.

So it has no name.


If you follow me on twitter, you'll have seen me posting strange translations form my younger students who "didn't use google translate, honest".

So this is the game: give a strange translation to the 6th formers (advanced level students),

get them to work out what it should have said,

and then get them to correct it.

Today they quickly managed to work out that "je voudrais un pi├Ęce gare quatre" was actually "I would like a play station 4".

They also uinderstood that "noir piscine" was "Blackpool", too.

It's a lot of fun and a great way to get them to think.

Wednesday, 15 October 2014

What grade is it? A game for GCSE students.

Today, with my Year11 GCSE German class, I played "What grade is it?"

Sometimes, my lessons are a little bit like a terrible game show but with no prizes.

Me, as a gameshow host

I digress.

Most of the students I've taught over the years think that because a piece of writing contains no errors, then it must be good.

Sadly, this is rarely the case at GCSE.

Too many of my students take the safe option.

So, "What grade is it?" is a great 5 minute group task which helps students realise that a piece of work with no mistakes doesn't necessarily mean it's "good".

Here's the format:

I show the students a paragraph or so in the target language on the screen.

I give them 2 minutes to read it and ask them what grade they would give it based on the GCSE CA writing criteria.

Then they have to explain why.

Then, the next question is "What would you have to add to it to get your target grade?"

Again 2 minutes is enough for this.

Usually the students come up with some excellent answers.

I know that it is impossible to give a GCSE grade to one paragraph but it helps the students to think and to focus on what it is that they need to do to improve their own work.

Wednesday, 8 October 2014

Cheat codes.

If you liked my post from a few days ago about making lists, you'll probably like this idea.

My GCSE German class has renamed the lists, "Cheat codes".

This is the secret information needed whilst playing a computer game in order to access the next level with the minimum of effort.

Or, to put it another way, by cheating.

The lists contain the "codes" needed for the students to achieve one level higher in German.

The more they use and vary the different phrases, the better they will become at German and the higher their grades will be.

All they have to do is learn them.

If they can learn and use this in GTA5:

RB Right Left Right RT Left Right X Right LT LB LB

then surely a few well-placed German phrases shouldn't be a problem.

Should they?  

Sunday, 5 October 2014

Dealing with listless students...

Do you ever get frustrated that the work you are grading just isn't quite...erm...good enough?

That students are using the same old pedestrian phrases, which, while perfectly correct, are just not going to get them the grades they need?

It's just me, then?

On the other hand, I'm totally against spoon feeding students.

So, what can I do? I don't want to do the work for them but I don't want them to underachieve.

I've started to use the list system.

I'm sure thousands of teachers do this.

This is how it works.

Before starting a piece of written work students write a list of all the different types of words they will need to impress the examiner.

Then they tick them off the list when they have been used.

This could be: connectives, intensifiers, opinion phrases, certain adjectives, verbs with different auxiliaries, etc.

This shouldn't be a printed list or a learning mat.

It has to be one they've made for themselves.

Not you.

When they've completed a draft, they can check it against their list.

If they've not used a word or used a word twice, they can change it.

It will improve their writing and stop them from using words which I have banned, like the German word "sehr".

Friday, 26 September 2014

Sandfields School Online Resources Revisited.

Back in 2009 I wrote a blogpost about the sandfields telling the time clock which I still use and which is still, in my opinion, fantastic for teaching students to tell the time in any language.

It was my second ever blogpost and the first one I wrote which was slightly educational.

It has been seen by 28 people which is seven more than read my post about mfl sunderland's resources (now lightbulb languages).

Since then, my blog has really taken off and gets many hits per day, so I thought I'd re-share the amazing Sandfields site.

The teaching clock is still there and still amazing - I've used it successfully for years.

I also love and use the countdown timer a lot. It has preloaded tunes from the Countdown  theme which lasts 30 seconds to the 40 minutes of Baroque. My students love the 1 minute and 5 seconds of the Benny Hill Show Theme (although they have no idea who Benny Hill was!) and also the 1 minute and 44 seconds of the James Bond theme. 

These are ideal for quick 1 or 2 minute tasks. Although some of my students just want to dance rather than work....

There are plenty of other tunes to choose, too, from Danger Mouse to The Banana Splits and Doctor Who

There is also Dictionary Duel. A Countdown style game where you pick random consonants and vowels to see who can find the longest word. Ideal for practising vocabulary in any language (although there are no accents).

Fridge Magnets is a great resource, too. This one does have accented letters and on an interactive whiteboard you can move the letters around to create words.Again, a fantastic resource for learning and practising spellings.

There are also 2 customisable games: Word Web

and Darts.

These games need to be downloaded. You can then use them to create games for your students to play. You could also get the students to create their own games.

This site has proved very useful to me over the last 5 years and I would definitely recommend it to ever teacher, not just MFL teachers.

Saturday, 20 September 2014

No more tears? New GCSE exams in MFL.

If you are in the UK, you'll know that GCSEs in all subjects will soon be changing.

Those nice people at Ofqual have issued a press release confirming the assessment procedures for the new GCSE exams in MFL.

This is how the new GCSE in MFL will look:
  • 25 per cent of marks to be allocated to each of listening, speaking, reading and writing
I think this is a good idea
  • Reading, writing and listening skills to be assessed by exam
I even like this. I was never a fan of controlled assessments or coursework. Too many opportunities for shenanigans in my opinion. 
  • Speaking to be assessed by non-exam assessment
I think this means that speaking may continue to be assessed in the same way.
  • Where a qualification is tiered, students must take all their assessments in one tier, not across a combination of both.
This the one I'm not too sure about. 

In the past, I have come across many students who are better in one skill than in the others. 

Many of my weaker students who have just achieved a C grade at GCSE, have done so because they've achieved incredibly well in the Higher tier reading exam. 

Sadly, it seems that these new arrangements will penalise weaker students.

Perhaps that's the whole idea...