Effective GCSE Teaching 1 - Hertfordshire Grid for Learning

NQT Inset Day 2 session 1
MFL
Effective GCSE teaching
Session 1
9.30-11.00
General strategies
Session 2 11.30-12.30 Focus on each skill
Jon Meier, Verulam School, St Albans
Jon Meier October 2005
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mins
55mins
Discuss the problems you have encountered or observed
in GCSE language classes
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9Clear objectives MLP
4 phase lesson
9Grade awareness – you and them
9Relevance to exam - constant reminder
9Relevance to them: content & materials appropriate to age
9Exam specs and mark schemes – awareness: you & pupils
9Exam reports & exam paper format; rubrics etc
9Modelling, interaction and independence; group work
9Recap, extension and reinforcement- progression
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9Structure – fixed lexis, golden phrases not wading through soup
9Year 10: pile on;
Year 11: consolidate with lots of exam practice
94 skills – equal balance over a 2 week period
9Reassuring structured lessons sprinkled with moments of variety
over a period of time
9Don’t be too tied to text book; teach to the exam!
9Quick feedback; short-term targets + long term recall
9Assessment for learning- pupil & teacher aware of how to improve –
pupils must want to improve and believe in themselves (target-setting)
9Watch the revision classes/ private tuition trap
9Oral exam – make sure you ‘buddy’ an experienced teacher
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9More able (G&T) – expose to AS level type work –pour/contre
9Grammar. Yes. But dilute according to ability level
9Work collaboratively : dept should have a clear SOW
9Offer to do something (play to your strengths)
93 tenses, 3rd person, synonyms: peu souvent= rarement
9Extended speaking and writing
9Vary the learning style
9Interest: ICT, Internet, whiteboards – interactive & mini!
9Use the FLA encourage fun based approach
9 Neutralise negative behaviour – isolate, refer (buddy system),
HoD, mentor, HoY, (parents)
9Rewards & incentives
9Lots of targetted exam practice with rapid constructive feedback
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Extend speaking and writing
Vary the learning style
Structure – fixed lexis, golden phrases not wading through
soup
Quick feedback; short-term targets + long term recall
Assessment for learning- pupil & teacher aware of how to
improve
Clear objectives- MLP- 4 phase lesson
Relevance to exam – and relevance to pupils
Recap, extension and reinforcement- progression
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Trois ans
trois cents
Je n’aime pas le poisson
À sept heures
à cette heure
Jaimalalatête
demain
Je n’ai pas de poissons
Astuuncouteau
deux mains
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For each skill, use the handout
In pairs: one person reads from the handout. The
other listens without the handout
Then swap round
When you’ve covered them all, discuss the
following:
Do the ideas make sense? Are they practical?
Have you observed or used anything similar?
Can you think of any more strategies that could
work?
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For a grade A
Je me sentais horriblement seul au lycée.
Au début je fumais dix
Cigarettes par jour et dépensais pas mal
d’argent. Puis j’ai rencontré
ma petite copine qui m’a introduit à
d’autres passions comme la
musique et le sport qui ont vite remplacé
les drogues
Pupils need to be
able to match this
With this
Pour moi il était nécessaire de trouver
d’autres intérêts au lieu du tabac
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Edexcel writing – sample from specification document
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Sample Mark scheme
Edexcel – oral
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Extract from Edexcel examiners report 2005 www.edexcel.org.uk
Foundation Listening
Many candidates do have problems recognising sounds, and common
words such as CD and poster in Q11 were often not picked up by weaker
candidates. Cognates also caused problems eg portable in Q15. There
were examples of poor attempts to transcribe where weaker candidates
transcribed French sounds into recognisable English words eg in Q 26 elle
m’écoute was often rendered as she is cute. Many candidates need more
awareness or practice in pronunciation and recognising sounds of letter
combinations in French.
The questions which required recognition of single lexical items were less
well done than in previous years. Q1-5 were accessible to the majority of
candidates although dessin in Q5 was less well recognised. Means of
transport in Q6-10 were well done by some candidates but weaker
candidates found these difficult.
The vocabulary in Q13-17, and Q20-24 were not as accessible to weaker
candidates; portable in Q15, montre in Q16, cadeau in Q23, fleurs in Q24
proved difficult. It should be pointed out that these words are all in the
minimum core vocabulary list.
Howyou
youwould
wouldaddress
addresssome
someof
ofthese
thesepoints?
points?
How
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Extract
Extractfrom
fromEdexcel
EdexcelGrade
GradeDescriptors
Descriptors(1)
(1)
Grade C
Listening Candidates identify and note main points and extract details and points of view
from language spoken at normal speed. The spoken texts include past and future events.
They are drawn from a variety of topics that include familiar language in unfamiliar
contexts.
Speaking Candidates develop conversations and simple discussions which include past,
present and future events, involving the use of different tenses. They express
personal opinions and show an ability to deal with some unpredictable elements.
Although there may be some errors, they convey a clear message, and their
pronunciation and intonation are generally accurate.
Reading Candidates identify and extract details and points of view from authentic and
simulated texts, drawn from a variety of topics and which include past, present and
future events. They show an ability to understand unfamiliar language.
Writing Candidates express personal opinions and write about a variety of topics, both
factually and imaginatively, including past, present and future events and involving
the use of different tenses. They use an appropriate register. The style is basic but
despite some errors the writing conveys a clear message.
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Extract
Extractfrom
fromEdexcel
EdexcelGrade
GradeDescriptors
Descriptors(2)
(2)
Grade A
Listening Candidates understand gist and identify main points and detail in a variety of
types of authentic spoken language. They recognise points of view, attitudes and
emotions and are able to draw conclusions.
Speaking Candidates initiate and develop conversations and discussions, and narrate
events. They express and justify ideas and points of view, and produce longer sequences
of speech using a variety of vocabulary, structures and verb tenses. They speak
confidently, with good pronunciation and intonation. The message is clear although
there may still be some errors, especially when candidates use more complex
structures.
Reading Candidates understand gist and identify main points and detail in a variety of
types of authentic texts. They recognise points of view, attitudes and emotions and are
able to draw conclusions. They show an ability to understand unfamiliar language
and to extract meaning from more complex language.
Writing Candidates give information and narrate events both factually and imaginatively.
They express and justify ideas and points of view. They produce longer sequences
using a range of vocabulary, structure and verb tenses. Their spelling and grammar
are generally accurate, and the style is appropriate to the purpose.
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Essential Time phrases (adverbial)
normally + present tense
Every day
usually
Toujours
never
(Presque) Tous les jours
twice a week
From time to time
Souvent
always
often
Généralement
On Saturdays
Normalement
sometimes
D’habitude
nearly
Once a month
Quelquefois
Not often
De temps en temps
Une/ deux fois par semaine
generally
Une fois par mois
Once a week
Le (samedi)
Hardly
ever
Rarement
Peu souvent
Jamais
Gamegrids
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See Task Magic
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Never
Usually
Sometimes
From time to
time
Hardly ever
Every day
Always
On Saturdays
Once a
week/month
normally
SCORE
A
Team A
B
Use grid in
conjunction with
questions: push
them to produce
sentences
Team B
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To move forward,
you must have possession first
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Recommended Internet sites for GCSE
Exam Boards e.g. www.edexcel.org.uk
www.ashcombe.surrey.sch.uk/Curriculum/modlang/index.htm
Jon Meier: www.langweb.co.uk
RGS High Wycombe
atschool.eduweb.co.uk/rgshiwyc/school/curric/HotPotatoes/index.htm
www.atantot.com/menu.htm
www.zut.org.uk
+ gut + oyé
BBC bitesize and channel 4
learning
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Any more????
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Progression
Weather expressions: Years 7 and 8 normally learn sets of expressions try to tie it in to everyday questioning - it can be part of a routine set of
regular questions. I sometimes begin a piece of written work with a brief
Illness
Injury:
At KS3,
emphasis
generally
'weather report'
under &the
date and
title. the
Years
10 & 11iswill
need toon
mal à la tête,
Jepast
suistense.
enrhumé.
recognise andgenerating
sometimesthe
usephrases.
weatherJ'ai
expressions
in the
Link
Plenty
of mime
and visuals
to reinforce
word-sound
the expressions
to relevant
activities.
The help
sun was
shining the
so we
went for a
patterns.
At stayed
KS4, extend
focus to
give reasons and to use
walk. It was raining
so we
in andthe
watched
a video.
the phrases with other tenses. I drank too much yesterday and
now I have a headache. I've got a cold because I went swimming
in a7/8
lake.
present-participle
can be
introduced
in
Daily routine: In Year
theThe
focus
could be on a short
setusefully
of simple
statements
in the
of injury.
Je me
suisopinions.
cassé leDevelop
bras en the
and times. In Years French
10/11, aim
forcontext
more detail
- where,
why,
jouant
foot. Most
pupils should
taughtonths
for recognition
statements using the
past,au
present
and future.
Do lots be
of work
contrastive
only.
able should
produce
it.
structures: Normallypurposes
I get up at
7.00The
butmore
yesterday
I got upbeattrained
12.00. to
This
helps to
A*!rules. I get up at 12.00 on Sundays but my grandpa gets up at
reinforce grammatical
8.00
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hier à
l’école
FIN
mon école de
rêve
ma famille
les
examens
les devoirs
mes copains
matière
que je
déteste
DEBUT
le sport
après les
cours
la routine
scolaire
l’uniforme
les cours
demain
à l’école
l’an prochain
les
installations
scolaires
la cantine
nom de ton
collège
l’école il y a 50
ans
avant de
venir au
collège
la récré
matière
préférée
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prof préféré
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50,000 Parle-moi du sport (30 seconds)normalement, hier/ récemment
samedi prochain
10,000 Parle-moi d’un sportif que tu
admires
5,000 Et ton père – est-il sportif?
1,000 Comment trouves-tu le golf?
500
Il y a un sport que tu n’aimes pas?
100
Tu aimes quel sport et pourquoi?
50
J’aime nager = J’aime la ………….
25
Every day…+ a phrase
10
on Fridays…..+ a phrase
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J’aime ….foot
24
À mon
avis ….
Pour ou contre la voiture
Pour
Contre
La voiture est pratique
Elle contribue au
réchauffement global
Elles polluent
l’atmosphère
Il vaut mieux aller à pied
ou à vélo
Les voitures sont utiles,
surtout pour les personnes
âgées, les handicappés et
les jeunes
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Month, Topic area
Text book tie-in
Key grammar
& language to
covered
Teaching ideas,
Homework tasks
ICT opps etc
Subdivided
topic areas
Essential bits from
book + tips as
to what to omit
Assessment, oral
& links to other
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resources
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