Webinar: GCSE 9-1 'Sharing Ideas'
Sunday 18th June 2017
UNEDITED TRANSCRIPTS
NB: Helen Myers' words usually a transcript of Jennie's words via video.
Contents
Agenda: 1
Recording: 1
Twitter handles 1
1. How do you prepare pupils for the Photo Card 1
2. How do you prepare pupils for the Role Play 3
3 How do you prepare pupils for the Conversation? 4
2. How do you prepare pupils for the Conversation 6
4. How do you prepare pupils for the Unprepared writing 8
5. How do you prepare pupils for the Translation 10
6. Which Resources do you find the most helpful for preparing for the new specification? 11
Chat Transcript 13
Agenda:
1. How are you preparing pupils for the picture task?
2. How are you preparing pupils for the role-play task?
3. How are you preparing pupils for the general conversation?
4. How are you preparing pupils for the unprepared writing tasks?
5. How are you preparing pupils for the translation?
6. Which resources do you find the most helpful for the new GCSE specification?
To be continued on Thursday 22nd June 8 - 9 pm:
7. What criteria do you use for assessing on-going language work in class for the four skills?
8. How does your school determine a target GCSE grade at the start of the course?
9. How do you judge whether a pupil is working satisfactorily towards a target?
10. What do your pupils do for the summative 'internal' exams (e.g. end of year 10) for the four skills?
Recording:
https://lancelot.adobeconnect.com/_a875817169/p93c95yfxua1/?launcher=false&fcsContent=true&pbMode=normal
Twitter handles
Sylvie Bartlett-Rawlings:@SylvieBRawlings
Laura:@lauraannesimons
Helen Simpson:HelenCSimpson@WEDGEastKent
Helen Simpson:@WEDGEastKent
Helen Myers:HelenMyers
Jennie King:@nhsglanguages
Jennie King:@jennieking69
Rebecca Wylie:@reebekwylie
Josh S:@renmus32
Sylvie B-R:@SylvieBRawlings
Rosemary Hicks:Rosemary Hicks @hicksie58
Isabelle Rodriguez:@MsIRod
Elaine Bocking:@ElaineGelder
Emilie B:@MLMilpin
clara ampah-korsah:campahkorsah
1. How do you prepare pupils for the Photo Card?
NB: Helen Myers' words usually a transcript of Jennie's words via video.
Eva Lamb:Hi all; I am Eva from Sheffield.
Jennie King:jennie king here French and Spanish up in Newcastle
Jennie King:PALM and Weather for photcards
Elaine Bocking:Chatty mats
Sylvie B-R:photo cards from year 7
Rebecca Wylie:Use similar activities as starter tasks
Isabelle Rodriguez:start in Year 7
Helen Myers:Starty lesson with a photo
Isabelle Rodriguez:using suggested answers in a grid
Sylvie B-R:people
Tracy Williams:We use PALM - people, action, location, mood
Tom Hockaday:People Action Location Mood
Helen Myers:PALM - peopel adjectuive location mood weather
Eva Lamb:To get them used to talking (guessing) what went on before (past tense) + what will happen next (future tense) - I use video stills, e.g. a scene from an animated cartoon. For German, good old Loriot is ideal (Fruhestucksei went down a treat!! - when we did topic food/meals).
Sadie Streatfield:introducing from year 7 and then Facts/impressions and opinions for photos
valerie smith:photo as starter with mat as support
Helen Myers:Have quesiton words around the picture
Tom Hockaday:Key language phrases, stock verbs in various tenses, repetition repetition repetition!
Helen Myers:high frequency words
Isabelle Rodriguez:I create a grid next to the photo with the words that need to used to describe the photo (and I add a few extra) and students have to recreate the sentence
Helen Myers:8 verbs and three tenses - to be typed later -
Helen Myers:to have , be, do make, like etcx ....
Tom Hockaday:We've found the verbs specified in the RoutesIntoLanguage Year 9 translation bee very useful as a starting point in the three tenses
Helen Myers:at leasst 48 things
Helen Myers:most unusual card - contorversial pictures
Sylvie B-R:use the basic writing picture to scaffold sp and writ.
Rosemary Hicks:I also liked the idea of getting people to say a verb and then change tense then put into negative use a different negatvie
Helen Myers:deliberately random photos
Helen Myers:learning mat - lots of connectoves, exclamation phrases whic are authentic
Helen Myers:teacht ehm to row / disagree
Helen Myers:essential that they include quesitoning
Tracy Williams:Helen - why is it vital to include questionning?
Charlotte Garratt:Has anyone tried the reverse idea to practise this i.e. pupils listening to a modelled description of a photo and drawing / annotating a basic 'photo'. You then reveal the photo and see if their sketch / notes are similar to the photo?
Helen Myers:Newcastle says that they arer expected fro role play .. so might as well include in picture
Vicky Prior:To practise structures useful for photocards, we put two sentences on a powerpoint by a picture and count down, giving students time to read the phrases then they repeat the correct sentence
Sylvie B-R:practise questions as often as possible to get used to phrasing.
Sylvie B-R:no for card but yes for role pl
Vicky Prior:then try to beat their partner to say the correct sentence
2. How do you prepare pupils for the Role Play?
Elodie Jugue (Derby):coucou ma poulette :)
Elodie Jugue (Derby):sorry I typed in the wrong place!
Emilie B:coucou!
Emilie B:je crois que c'est pour moi ;)
Elodie Jugue (Derby):I used the very old role plays as well as sample assessments
Sylvie B-R:speed dating starters on topic.
Rebecca Wylie:Yes, we've just discovered these on the exam board website (Eduqas)
Tom Hockaday:Dig out the old role-play cards from pre-2009 !
Helen Myers:Classroom routines
Rebecca Wylie:Love speed dating Sylvie. Haven't done it for a while
Tom Hockaday:I've started a database of French edexcel roleplay instructions etc and will add to over the years
Helen Myers:bil dup sentences from starters ..
Sofia B:Speed-dating too. I do one round where they are aloud their notes and second round, they have to keep their book closed.
Rosemary Hicks:We use speed dating a lot too
Helen Myers:offer options .. when asking quesitons
Tom Hockaday:Do a role-play at the start/end of every lesson, repetition repetition repetition
Helen Myers:regular pair work
Helen Myers:dig out old aqa roel play cards
Tom Hockaday:Very important to be able to form questions from scratch
Sofia B:And I add a few "Surprise question" on the board. Which for more confident pupils, which they can attempt to respond to on the spot
Helen Myers:make sure pupils aware that if quesiton is asked in past, the unexpected wuill be in a future
Helen Myers:need fro a mock
Helen Myers:note that mocks can put pupisl off
Rosemary Hicks:Also remember that most of the marks come from the conversation
Vicky Prior:Yes Rosemary, I think that's important to remember
Charlotte Garratt:Various dice games to generate different questions
Sylvie B-R:If you have iPads record children doing role play tasks right from year 7. Voice recorder
Tom Hockaday:Do a role-play task as a whole class with each kid contributing a single word in turn
Charlotte Garratt:Quiz Quiz Trade
Charlotte Garratt:Qui est Jacques
Elodie Jugue (Derby):quiz quiz trade?
Sylvie B-R:Quiz, quiz trade: French to English translation.
Elodie Jugue (Derby):and quiz quiz trade please Charlotte?
Helen Myers:select a pupil to go out of the classroom
Sylvie B-R:can you give an example
Jennifer:Unclear!
Guest:Laura: Yes, I do that, kids love it!
Guest:I call it dónde está Juan or Juana
Isabelle Rodriguez:it's a bit like le chef d'orchestre
Richard:and everyone who gives the wrong answer will be lying through their teeth - badly
Tom Hockaday:Like this idea
Sylvie B-R:I like it.
Rebecca Wylie:Love love love that!
Sylvie B-R:Yes it is like chef d'orchestre
Guest:Laura: I give the detective 4 goes, then divide the class into two groups! It´s great
Helen Myers:Peter Morris talk project
Helen Myers:use of reward in a lesson
Helen Myers:mini merits
Sylvie B-R:we give Warrior Linguist Merits
Helen Myers:mini action research project with one class to see if you can do thids
Helen Myers:'collectors'
Rebecca Wylie:we give out sticky dots for spontaneous use of TL. 3 get a merit
Helen Myers:a mind map for talk
Lynne Coulthwaite (Kendal):What is chef d'orchestre please ?
Helen Myers:learnign journal
Rebecca Wylie:Like wink murder Lynne
Charlotte Garratt:I dont know a huge amount about it but I believe Orangery Education uses a group talk concept
Elaine Bocking:I use points each time pupils participate and they count these up each lesson and get rewards when they reach a certain number
Josh S:I've just found it on TES - https://www.tes.com/teaching-resource/spontaneous-use-of-target-language-in-mfl-6135123
Helen Myers:Peter Morri s- does a road show -
Helen Myers:north east in September
Helen Myers:He has a blog
Rosemary Hicks:I have found a file about it amongst my files and will read about it
Tom Hockaday:Peter speaks quite a bit round the South-West. Very very good.
Vicky Prior:Lynne - it's like the Jacques game, the students have a list of phrases and keep repeating one of them, with an agreed secret sign to change sentence. When the detective comes in, s/he has to work out the sign and the person doing it.
Charlotte Garratt:http://www.orangeryeducation.co.uk/training-consultancy/encouraging-spontaneous-talk
Helen Myers:Julie Hall - ask her to do a presentation
3 How do you prepare pupils for the Conversation?
Tom Hockaday:Most people agree that whilst they don't want to prep a list of questions and answers for kids to learn, however being realistic, we all are!
Helen Myers:Most agreed - all working from a series of quesitons
Helen Myers:6 common tasks:
Rebecca Wylie:Use the same structures in all the topics
Tom Hockaday:Lots of schools using the question lists in the back of the Pearson textbooks
Helen Myers:holidays
Helen Myers:fmaily an drelationships
Helen Myers:leisrue activities
Helen Myers:home and region
Helen Myers:school
Helen Myers:future plans
Helen Myers:this si what an examiner says!
Helen Myers:Pupil will niminate th efurst topic
Guest:Laura: So glad to hear this Tom!
Helen Myers:school has th eright to nominate the second
Vicky Prior:I don't think that's the case on Edexcel - there's a designated grid
Vicky Prior:(that you can pick both topics)
Tom Hockaday:Edexcel have a very clear system of topics and sub-topics, so important that teachers know what they are doing. Also the student can introduce the first topic (which they have chosen in advance) with a one-minute presentation.
Amanda Howell (Northampton):they choose their chosen topic first
Sylvie B-R:Not the case with AQA
Tracy Williams:There's definitely a grid for Edexcel - the pupil selects the first theme area and the Edexcel pick the second.
Amanda Howell (Northampton):from one theme
Amanda Howell (Northampton):can I talk?
Tom Hockaday:Edexel grid for which photo / role-play / conversation topics they have is the most confusing thing I've ever seen!
Guest:Laura: I am using Edexcel too and that´s the structure
Amanda Howell (Northampton):I have info from another aqa meeting
Louise:Amanda press the hand up figure at the top left
Amanda Howell (Northampton):but is kind of is right!
Helen Myers:ACTION .. look at what the sutuation is for themes
Guest:Laura: Edexcel´s conversation is the same as what it used to be before 2009
Helen Myers:prpe fro speaking will eb inherently linked ewith speaking
Helen Myers:booklets
Helen Myers:not reams of questions
Charlotte Garratt:Can I please ask how teachers are recording or building up the question and answers for their pupils? Section in exercise book, folder etc? Thanks
Tom Hockaday:Lots of schools using google drive/docs or similar for students writing answers, to avoid things getting lost etc.
Tracy Williams:We have a separate book for speaking questions.
Josh S:Definitely using Google Drive / OneDrive etc
Elodie Jugue (Derby):we will have a mini booklet
Guest:Laura: conversation books like pre 2009
Sylvie B-R:We have a section in file
Amanda Howell (Northampton):we have an exercise book
Elaine Bocking:Exercise book and pupils photograph answers on phones
Sadie Streatfield:We have a booklet
Rebecca Wylie:Questions as we go along. But are considering a separate book
Rosemary Hicks:I am going to use a different book for speaking
Josh S:Disaster if it gets lost so either use online resources or make lots of copies...
Amanda Howell (Northampton):trying to give key structures rather than whole answers to learn
Elodie Jugue (Derby):good point Josh!
valerie smith:we have a booklet
Isabelle Rodriguez:we have a separate homework book (A5 size) that is mostly for prep for speaking or writing
Amanda Howell (Northampton):books kept at school
Charlotte Garratt:Brilliant, very helpful, thanks
Tom Hockaday:We're doing exactly the same Helen
Tom Hockaday:For the mock speaking exam next week we're only using the topics in the chapters we've done so far
Josh S:Love the idea Helen - do you have one you could share?
Richard:TES has some great speaking booklets that my school downloaded/used
Elodie Jugue (Derby):could we have Charlotte explaining about the 2nd topic?
Tracy Williams:The need to be spontaneous.
Rebecca:That's great- is there any chance an example of this could be uploaded afterwards?
Elodie Jugue (Derby):no Amanda, sorry
Josh S:Thank you, Helen :)
Clara Dolan:We must write it at the front of their books for show, rewrite at the back of the book AND I have insisted that pupils use an online version so nothing gets lost.... That gets marked too!!
Richard:https://www.tes.com/teaching-resource/aqa-gcse-french-speaking-booklets-11420277
Helen Myers:Action: HEM share example
Helen Myers:Good idea to [ractise and keep
Tracy Williams:We did some Edexcel speaking training and the need to be spontaneous was very clear.
Tom Hockaday:Yes Tracy - the exam boards will always say that
Tom Hockaday:As it will be a requirement from Ofqual etcx
Tracy Williams:To access the higher marks it is imperative
Josh S:I love the Rachel Hawkes idea of 'planned spontaneity' - i.e. they know they will be asked certain questions, but no idea in what order (and maybe you might change it a little bit (i.e. make a question negative))
Tracy Williams:I agree with Josh
Tom Hockaday:Spontaneity a great aim. But reality often encourages us in another direction.
Tracy Williams:The idea is that they can control the conversation a little bit
Vicky Prior:My aim is to start with an open 'planned' question
Tracy Williams:Depending on how they answer depends on what the next question is
Elodie Jugue (Derby):is worth studnts asking questions too?
Vicky Prior:and then depending on ability follow up from that
Vicky Prior:and then start again with an open quesiton.
Tom Hockaday:We're doing lots of training for reclycing the words in the question into their answer. This then gives an element of building a sentence from scratch and spontaneity.
Tracy Williams:That's exactly what we are going to do Vicky.
Vicky Prior:Elodie, I think they have to
Helen Myers:advice from examiner - link speaking / grammar