Rachel Hawkes

Ways to generate

confident communication and

spontaneous talk in the languages classroom

Comberton Village College

Classroom talk

Rachel Hawkes

student to teacher

teacher talkplanned

tasks

student to student

Good / excellent teacher use of TL

Pupils willingly participate in activities that require

them to use the language to communicate orally and in

writing.

Teachers routinely use the target language for

classroom communication and generally insist on

pupils responding in the language.

Carefully planned imaginative activities guide and support pupils to communicate enthusiastically both orally and in writing in the target language and secure outstanding progress.

Pupils use the language with little prompting for routine classroom communication as well as for specific purposes.

Outstanding(1)

The TL is the dominant means of communication in the lesson and teachers have high expectations of learners’ use at an appropriate level. As a result, learners seek to use the TL as the normal means of communication when talking to the teacher or informally to each other. Teachers informally monitor and assess spontaneous TL use, keeping track of learners’ progress in order to ensure their expectations increase as they move through the school.Teachers’ target language use is monitored by subject leaders and good practice is regularly shared across the department resulting in a high level of consistency.

Good(2)

Teachers provide a consistently fluent and accurate model of the foreign language for learners to emulate. English is only used where appropriate.Learners occasionally respond to the teacher spontaneously in the TL, but do not seek to use it to communicate with each other.Learners are expected to use the TL with greater fluency as they move through the key stages.Teachers ensure all pupils experience the need to react to unpredictable elements in conversations. Teachers praise and encourage spontaneous use by students when it occurs.There is a high level of consistency in the quality and quantity of TL use across the department, supported by a unified departmental policy.

http://www.ofsted.gov.uk/resources/our-expert-knowledge/modern-languages

Comberton Village College

Classroom talk

Rachel Hawkes

student to teacher

teacher talkplanned

tasks

student to student

Listening listen attentively to spoken language and show

understanding by joining in and responding explore the patterns and sounds of language through songs

and rhymes and link the spelling, sound and meaning of words

Speaking engage in conversations; ask and answer questions;

express opinions and respond to those of others; seek clarification and help*

speak in sentences, using familiar vocabulary, phrases and basic language structures

develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

present ideas and information orally to a range of audiences*

Reading read carefully and show understanding of words, phrases

and simple writing appreciate stories, songs, poems and rhymes in the

language broaden their vocabulary and develop their ability to

understand new words that are introduced into familiar written material, including through using a dictionary

Writing write phrases from memory, and adapt these to create

new sentences, to express ideas clearly describe people, places, things and actions orally* and in

writingGrammar understand basic grammar appropriate to the language

being studied, such as (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Listening listen to a variety of forms of spoken language to obtain

information and respond appropriately transcribe words and short sentences that they hear with

increasing accuracy Speaking initiate and develop conversations, coping with unfamiliar

language and unexpected responses, making use of important social conventions such as formal modes of address

express and develop ideas clearly and with increasing accuracy, both orally and in writing

speak coherently and confidently, with increasingly accurate pronunciation and intonation

Reading read and show comprehension of original and adapted

materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material

read literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop creative expression and expand understanding of the language and culture

Writing write prose using an increasingly wide range of grammar and

vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.

Grammar identify and use tenses or other structures which convey the

present, past, and future as appropriate to the language being studied

use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate

develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues

use accurate grammar, spelling and punctuation.

KS2 KS3

Student to teacher• teach key language first• insist on it consistently• build on hubs• encourage humour and creativity• make links between routine classroom

language and curriculum• reward spontaneity

¿Tenemos que…

trabajar en

pareja?escribir

?hablar?

entregar los

cuadernos?

pegarlo?memorizar?

¡Señor(a)! ¿Puede…

repetir? hablar más despacio?

dar un ejemplo?

leer esto?firmar mi merit?

ayudarme?

¡Hola! ¡Hola!

¡Hola!

Buenos

días

e.j. Me gustala música!

¿Cómo fue? Fue…

fácil difícil así…así

fatalaburridodivertidoHa ha ha!

muy bastante

poco

(No)He…

terminado

ganado olvidado

hecho mis deberes

entendidoperdido

Tengo…

todo correcto

un problema una idea

einen Hund

Geburtstagperdidohambre/sed un perrodolor de

cabeza

las cartas de oro

pienso que me gusta(n) mejor

(más) importante

antes (no) me gustaba(n) quiero

puedo voy a tengo que

• ‘Cartas de oro’ because they are some of the most useful words you’ll learn ever• Play them at any time we are talking in Spanish ‘whole class’ – needs to be relevant to

our discussion theme in some way• When you ‘play’ one you put it back in the envelope• Your aim is to use at least 3 per lesson – more than this (reward=spontaneous leader –

call home)

Comberton Village College

Classroom talk

Rachel Hawkes

student to teacher

teacher talkplanned

tasks

student to student

Teacher talk• Consistent• Clear / concise• Checks understanding• Creative• Communicative

Incidental talk Y8 beginner German first 6 weeks

• danke (thank you)• gut (good/well)• bitte (please)• einfach (easy)• jetzt (now)• eine Frage ( a question)• eine Antwort (an answer)• schwierig (difficult)• ein Heft (an exercise book)• fast (almost)

• schnell (fast)• eine Ausnahme (exception)• die Aussprache

(pronunciation)• intelligent• klar (clear)• Ist das…? (Is it/that…?)• nein (no)• kein (no + noun)• nicht (not)

1.Ich lese/spreche ein Buch2.Deutsch ist danke/gut3.Ich bin intelligent/ein Heft4.Mathe ist einfach/jetzt5.Usain Bolt laüft sehr

fast/schnell6.Ich habe keine/nein Brüder7.Physik ist schwierig/ja

Was ist richtig?

Comberton Village College

Classroom talk

Rachel Hawkes

student to teacher

teacher talkplanned

tasks

student to student

Planned tasks

• Twenty questions• What are the questions• Hotseating• Find someone who

http://www.tes.co.uk/teaching-resource/Talking-to-Learn-6207455/http://www.tes.co.uk/teaching-resource/Talking-to-Learn-2-6219693/

Comberton Village College

Questioning

Rachel Hawkes

20 QUESTIONS

20 questions

1) Have you…?2) Do you like…?3) How…?4) Where…?5) Is…?

¿Piensas que …?Do you think that………..?

Comberton Village College

Questioning

Rachel Hawkes

WHAT ARE THE QUESTIONS

1. Me llamo Adam.

2. Tengo 15 años.

4. Sí.

7. Sí, pero es un poco aburrido.

6. Sí, por supuesto.

¿Y tú?3. En

Cambourne.5. Sí, me

gusta mucho.

¿Cuáles son las preguntas?

Was ist die Frage?

5 Tage

in einem Karton

Nein, danke

ein Elefant

Nur am Montag!

Harry Potter

Mein Schultag beginnt um halb neun (1)

Nein. Deutsch ist natürlich mein Lieblingsfach. (2)

Das langweiligste Fach ist Englisch. (2)

Eine gute Frage. Ich finde Mathe nützlicher

als Englisch. (2)

Letztes Jahr war Geschichte sehr

langweilig aber dieses Jahr ist es besser. (2)

Ich werde immer pünktlich zur

Deutschklasse kommen (1)

Ich habe Grammatik gelernt und ich habe gesungen (2)

Ja (5).

Nein. Ich muss Hausaufgaben machen (5)

Man darf niemanden hänseln oder ärgern (1)

Manchmal ist es lustig aber leider ist Mathe oft nur

langweilig. (2)

Ich muss Hausaufgaben machen (2)

Deutsch ist schwierig, ja?Hast du mein Goldfisch genommen?Wie findest du Mathe?Das langweiligste Fach ist Geschichte oder?Magst du Pizzasaft?Denkst du, dass Alex ist ein bisschen verrückt?Was hast du in den Ferien gemacht?Was ist das langweiligste Fach?Was du in dein letztes Deutschfach gelernt? Englisch ist interessant, oder?Möchtest du ins Kino gehen?Findest du Englisch langweilig, oder?Später kannst du Schaflaufen ?Was ist eine Schulregeln?Warum kannst du nicht mit mir nach Cambridge gehen?Magst du Geschichte?Wie findest du Geschichte?Frau Gillings, ist das du?Was musst du nächstes Jahr gemachen?Was musst du am Freitag machen?Ist Mathe langweilig?

• Variety of formulations

• Mixture of tenses• Use of statements

+ oder?• Some more

complex question structures

• Some mistakes!• Message-oriented• Humour!• Like EFL sessions

Comberton Village College

Questioning

Rachel Hawkes

HOTSEATING

Salut! Je m’appelle Clarisse et j’habite à Fonainebleau. Je suis drôle et intelligente et je suis fan de foot! Le foot, c’est ma passion. Mon équipe, c’est le PSG.

Mon frère Rény est très sympa. En genéral on s’entend bien et normalement on regarde les matches de foot ensemble.

Hier soir, j’ai regardé un match de foot international à la télé, J’ai mangé du popcorn, comme d’hab.

Le weekend dernier, je suis allée au Parc des Princes où j’ai regardé le PSG contre Auxerre. J’ai aimé le match parce qu’il y a eu deux pénalties. Après le match, je suis allée au café où j’ai mangé un sandwich.

❶

❷

❸

❹

1 Comment t’appelles tu?2 Où habites-tu?3 Tu es comment?4 Tu es drôle? Tu es intelligent?5 Quel est ton sport préféré?6 Quelle est ta passion?7 Quelle est ton équipe préférée?8 Qui est Rény?9 Tu as des frères ou des soeurs?10 Comment s’appelle ton frère?11 Ton frère, il est comment?12 On se dispute?13 Qu’est-ce qu’on fait ensemble?14 Qu’est-ce que tu aimes faire avec ton frère?

15 Qu’est-ce que tu fais normalement avec ton frère?16 Qu’est-ce que tu as fait hier soir?17 Tu as mangé quelquechose?18 Qu’est-ce que tu as fait le weekend dernier?19 Le PSG, c’est quoi?20 C’était bien le match? Pourquoi?21 Le PSG a gagné? 22 Qu’est-ce que tu as fait après le match?

Comberton Village College

Questioning

Rachel Hawkes

FIND SOMEONE WHO

Busca a la persona que …

• juega al fútbol los sábados.• va al cine a menudo.• lee todos los días.• ve la tele cada día.• nunca descarga música del Internet.

Busca a la persona a quién…

• le gusta Come Dine with Me.• no le gusta Top Gear.• le gusta Factor X.

Comberton Village College

Classroom talk

Rachel Hawkes

student to teacher

teacher talkplanned

tasks

student to student

Student student talk

• Teach specific language e.g. game-playing

• Group talk tasks

Du bist ein großer Schwindler / eine

große Schwindlerin!

You are a big cheater!

Halt die Klappe! Ich höre nicht.

Shut up! I can’t hear.

Ich habe gewonnen! Ich bin

der Meister / die Meisterin!

I have won! I am the champion!

Was hast du für Nummer ..... geschrieben?

What have you written for

number ....?

Du hast verloren! You have lost! Ich habe keine Ahnung, kannst du

mir helfen?

I have no clue, can you help me?

Fang an! Du bist daran!

Start! It’s your turn!

Können wir bitte zusammen

arbeiten, ich verstehe das nicht

so gut?

Can we work together please, I

don’t understand it very well..

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 believeLa excepción es.. the exception isporque because/forEs (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/singularun verbo – un adjetivo – un sustantivo a verb - an adjective - a noun

masculino - femenino masculine - femininediferente differentlos otros son… the others are…

España Perú Brasil Cuba

yo ella nosotros Usted

uno dos diez doce

Madrid Paris Londres Barcelona

e.g. One interactionJack: Me gusta el chocolate porque es dulce. ¿Qué piensas? (What do you think?Molly: Yo también (Me too)Abbie: ¡Ni hablar! (No way!)Sam: Estoy de acuerdo (I agree)

e.g. The next interactionMolly : Me gustan las hamburguesas porque son deliciosas. ¿Qué piensas? (What do you think?Jack: Yo también (Me too)Sam: ¡Estás loco/a! (You are crazy!)Abbie: No estoy de acuerdo (I don’t agree)

nominate listenersset timer – 8 minutes

Reminders- Practice, 8 minutos

Resource created by Rosyroja

Resource created by Rosyroja

Self and Peer assesment sheet

In my group talk speaking test today I achieved:⃝b level 3 because I took part in a simple conversation and asked questions and gave replies 3 times.To reach level 4 my partner needs to…………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

⃝b level 4 because I asked questions and gave replies 4 times and was able to apply grammar rules correctly.To reach level 5 my partner needs to………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Resource created by Rosyroja

STAGE 1Introducing and responding to simple opinions

Greg Horton’s Group Talk Chart

Resource created by Jen Turner

Ja Nein Stimmt!

Das stimmt nicht!

Da hast du Recht! Wirklich?

super Echt? toll

Was hältst du von.....?

Resource created by Jen Turner

Comberton Village College

My contact details and links to resources

www.rachelhawkes.com1. This and other CPD presentations2. Teaching resources for KS2 – 5 (mostly Spanish)www.tes.co.uk (type ‘rhawkes’ into search to pull up all resources)

Rachel Hawkes

rhawkes@comberton.cambs.sch.uk 01223 262503 ext.222 @RachelHawkes60