#ililc4 @spanishsam Speaking

Speaking 

Weighting in GCSE 

Prepare them for KS5 and beyond 

Communication vs grammar 

Pupil desire to communicate 

Krashen 

LAD language acquisition device within us

Comprehensible input 

Acquired not learned 

Think about language we want them to acquire eg it's your turn 

Chomsky

Can't just learn by rote 

Importance of grammatical and linguistic competence 

How do we teach languages? 

Grammar - translation 

audio-visual 

Communicative approach 

St Martins 

Accuracy at the same time as fluency - mimes, song, team competitions, visual support, high levels of interaction and classroom routines 

Drip feeding language in routines & team competitions

SOWs developed with full activites in mind

Allow for spontaneous speech James Stubbs

TL as much as you can and as much as they are able 

¿Cómo se dice.. en español / inglés? 

¿Puedo ..?

¿Puedo hablar en inglés? 

Mimes to help them 

Phrases on the board 

Jesús , mentiroso, perdóname por haber llegado tarde

Spontaneous speech helps in the oral exam especially the borderline students 

Encourage and reward TL with team points 

TL OPPORTUNITIES 

Forfeits eg hopping on one leg, conjugate a verb etc 

objective setting 

Asking for stuff

Register

Team points

Homework setting 

Setting up pair work activites

Mimes and actions 

Mime for each word eg sign language thumb and fingers 

Encore une fois 

Colour coding for a reason 

Activities bag 

WC is whole class

Repetition 

Repeat if correct 

Encore une fois - trapdoor 

Pass the telephone 

Mime to practise 

Speed reading 

Songs 

Version with blanks, more blanks each time 

Planning a SOW

End activity

- pupil language

- Interaction language

- Content language 

Drip feed language all the way through

Use the structure do you prefer ..or.. ? I prefer .. because.. 

#ILILC2 JEN TURNER JEN TURNER "ICT IN CONTROLLED ASSESSMENT"

Of all the sessions I went to, this was the one that I thought "Boom! I can use this on Monday morning with my pupils" Jen crammed this session with loads of tips for approaching the controlled assessment tasks using the technology that is available to help improve pupil performance. It's all about developing memory and speaking skills.

 Digital voice recorders/mobile phones. Phones are better because they pretty much all have them, and headphones. Most pupils will have smartphones with Apps, but even without, they will have voice recorders. Jen's advice is that they record every marked paragraph that they do.
 Songify (iPhone) makes spoken word into song! I used this several times over the course of the following week, to show my Form class as well as my three GCSE classes and my A level pupils.
 Songsmith for Windows is a bit like Audacity, pupils speak or sing into it, then they can add sound effects, beats etc. It is free for the first 6 hours of recording.
 fotobabble.com is great for Edexcel's picture prompt. It is free, you upload a picture, record a soundfile for the photo, share it etc
 Voicethread – all pupils record on the same picture
 Text to speech to upload their drafts to controlled assessment with oddcast.com It is less creative than Voki but gets them to concentrate on the language. Dragon Dictation is speech to text
 voki.com Record yourself talking. Make sure you select the right language.
 cueprompter.com Put text in, hit go, watch it scroll, test themselves how well they know their answers if learning off by heart and see if they can go faster
 Linelearner (iPhone app) Pretend it’s a play. Use the techniques that actors use. There is not much space on the lite version, so it is probably better to buy the app
 Jen has a video file of memory tips from actors – Zena is going to put it on the blog
 memorizenow.com Advanced flashcards. Copy and paste as much as you want. Choose the number of blanks you want, have the first letter of the words etc. Might help them develop their 40 words sheet in terms of the words they continually stumble on. It won’t save it for next time unless you save it as a website

Unfortunately I had to leave Jen's session slightly early to get ready for mine, but she has blogged about her session including the resources here

I have added her tips to our Spanish wiki here

High tech, low tech, let's get them talking

Further to my earlier post about encouraging speaking, there has been a lot of talk on Twitter about @dominic_mcg's Mug of Misery to pull pupils' names out in order to answer a question on the board. Despite my prowess as a near-professional shopper, I failed to find a mug that I liked. However I did stumble upon the following: LA MALETA MANDONA (The Bossy Suitcase)


The plastic pots contain lollypop sticks with the names of pupils in the various classes I teach. I intend to use them in conjunction with the fruit machine from http://classtools.net generating oral questions or with images in a powerpoint. Let's see how the Maleta Mandona is welcomed to Grosvenor.