This task develops students' ability to form simple descriptive sentences and to begin to ask a variety of questions. This resource forms part of a project looking at ways to encourage learners to interact more in the target language, developing the skills of both planned and unplanned (or spontaneous) talk.
It was designed with Y7 in mind, but with very little work could be differentiated for Y8, Y9 or even KS4 classes – this is because it’s the teacher questioning that sets the level of challenge.
Instructions for teachers are on the notes page of the PowerPoint slide.
(Visuals reproduced with permission from Asset Languages)
Inspired by a visit to Judgemeadow school in Leicester, we've been re-vamping our classroom display resources. These are the French ones. The &'good features&'; stars are to go with a display of annotated student work.
Most students will find revision boring - this is mainly because they think staring at the page will do!!! Unfortunately, as much as I stare at the kettle, the cup of tea does not just magically materialise in my hands!!<br />
I find this strategy is useful for an active and creative approach to homework. Please model with students by challenging them to memorise a sentence, make it longer and longer each lesson... they get seriously involved!!!! Examples in French and Spanish but concept is applicable to any language.
A great set of 20 A4 language posters with pictures and words in 4 different languages – Polish, German, Spanish and French.<br />
Items are as follows:<br />
Pen, pencil, markers, crayons, ruler, rubber, sharpener, calculator, paper, book, table, chair, door, window, computer, keyboard, mouse, board, shelves, classroom, school.<br />
Educational Research focusing on a particular strategies employed to enhance Modern Foreign Language students' learning and performance with specific reference to Carol Dweck's work on Mindset. I hope this article will inspire colleagues to consider ways in which to take students' mindsets into account when planning language lessons in particular. The process of conducting the research along with the results made a difference to our approach to expectations and encouragement of the students and led to some changes in classroom practice.<br />