Classroom talk F – A – S – T Strategies to support quality TL talk in the languages classroom Speaker: Dr Rachel Hawkes

F – A – S – T Fun Accessible Selling Tenacious

Fun – a reason to talk Note and respond to what students want/need to say Exploit and invoke humour Open-ended tasks Subverting the norm

“Teachers informally monitor and assess spontaneous TL use, keeping track of learners’ progress.” Lesson 1 Ypsilon – mit Ypsilon (when spelling out names) Wie heißt du? Ich heiße Guten Tag Hallo Bitte Danke Lesson 2 ja nein sprechen nicht schreiben eine Frage vergessen Wie viele? sagen dann freiwillig Lesson 3 Hausaufgaben ein Substantiv ist nicht da laut(er) Mädchen (mit Umlaut) Junge Lesson 4 wiederholen abschreiben mit ohne Lesson 5 Wie viele? Wörter jede Person eins, zwei, drei, vier rot, blau, gelb Dreieck, Viereck, Kreis spät mein Heft ist nicht da Ich habe ein Problem Lesson 6 schnell (schneller) Ich brauche klar? gross/klein Lesson 8 noch mal? das ist klasse! (said by student)

Fun – a reason to talk Note and respond to what students want/need to say Exploit and invoke humour Open-ended tasks Subverting the norm

Frau Hawkes Klasse

Fun – a reason to talk Note and respond to what students want/need to say Exploit and invoke humour Open-ended tasks Subverting the norm

Comment il s’appelle? Quel âge a-t-il? Il est comment? Qu’est-ce qu’il a comme famille? Il a des animaux? Où est-ce qu’il habite? Qu’est-ce qu’il aime faire? Qu’est-ce qu’il n’aime pas faire? Qu’est-ce qu’il a fait hier? Qu’est-ce qu’il a à la main? Il parle avec qui? Qu’est-ce qu’il a regardé hier soir à la télé?

J’habite dans un village. Chez nous il y a beaucoup de pollution. A Cambridge on peut faire les magasins. Le weekend on va souvent au centre de loisirs. Mon frère va normalement au stade. Mes copains vont à la piscine. SAY SOMETHING DIFFERENT

NadalPaella David VillaAndy Murray

 X ¿Qué piensas? ¡Sí, es verdad! ¡No, es mentira! ¡Yo también! ¡Yo tampoco! ¡Estás loco/a! Pienso que... X X  ¿Qué piensas?

Pienso que…I think that… Creo que..I believe La excepción es..the exception is porquebecause/for Es (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 un verbo – un adjetivo – un sustantivoa verb - an adjective - a noun masculino - femeninomasculine - feminine diferentedifferent los otros son…the others are…

Trouve quelqu’un qui….. 1)…va souvent au cinéma. 2)…va de temps en temps à l’église. 3)…ne va jamais à la pationoire. Trouve deux personnes qui….. 4)…vont au centre commercial tous les weekends. 5)…vont souvent au centre de loisirs.

¿Qué se puede ver? ¿Qué van a hacer? ¿En qué piensan? Pete Spain

Fun – a reason to talk Note and respond to what students want/need to say Exploit and invoke humour Open-ended tasks Subverting the norm

¿Qué va a hacer Lara este verano? ¿Qué no va a hacer ?

En las vacaciones voy a ir a España. Voy a alojarme en un hotel. Voy a comer platos típicos en el restaurante. Voy a nadar en la piscina. No voy a nadar en el mar. Voy a ir al centro. Voy a sacar fotos de los monumentos. Voy a visitar los museos. Fenomenal futures* Basic sentence: Voy a + infinitive. Enhanced by the ‘super’ structures: Espero Me gustaría Quiero Tengo que Tengo ganas de Tengo la intención de Tengo pensado } + infinitive Now read this passage out, without using ‘voy a’ more than once!

¿Cuáles son las preguntas? 1. Tiene el pelo largo. 2. Me gusta el teatro 3. Son fáciles. 5. sí. 4. El español.

Fun – a reason to talk Note and respond to what students want/need to say Exploit and invoke humour Open-ended tasks Subverting the norm

Accessible Explicitly teach the language you/they need to use Know what they know and build on it as logically as possible Support TL teacher talk with gestures, cognates, examples, visual cues, drawing modelling

trabajar con…? usar el diccionario? ir al baño? mirar en mi libro de vocabulario? sentarme allí? ir a mi clase de música?

Accessible Explicitly teach the language you/they need to use Know what they know and build on it as logically as possible Support TL teacher talk with gestures, cognates, examples, visual cues, drawing, modelling

der Apfel die Banane die CD die Diskette der Elefant der Fussball das Geschenk der Hund das Iglu der Junge die Katze der Löwe das Mädchen die Nuss die Orange

das Iglu die Katze der Löwe

Selling ‘Sell’ the methodology you use appropriately Reward the risk-takers in speaking Ensure suitable differentiation and progression

Education with an international outlook Language learning and leadership development "If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." Nelson Mandela

Selling ‘Sell’ the methodology you use appropriately Reward the risk-takers in speaking Ensure suitable differentiation and progression

Selling ‘Sell’ the methodology you use appropriately Reward the risk-takers in speaking Ensure suitable differentiation and progression

Tenacity Practise what you preach Insist (consistently) Push through the ‘pain barrier’

Classroom talk F – A – S – T Strategies to support quality TL talk in the languages classroom