Quick fire questions that can be adapted - this is suitable as is, for Year 7s who have done some work on the topic of school. \nVery engaging and stimulating, excellent for promoting speaking and thinking skills.\nSet up to play, right click on mouse to freeze and offer a student the question / they can work in pairs and think about how to give the best answer
This is a blog post suggesting the use of a listening game (sound ball) to improve the discussion and debating skills of students and increase the frequency of student contributions in class. The post explains how the game (recommended by musician and music teacher Huw Lloyd in the context of music) could be incorporated into a 3 part Psychology lesson and discusses how to get the most out of this simple game.
This resource aims to develop reading and listening skills in pupils. The presentation includes a number of activities to get pupils thinking about the meanings of words; the 38 games cover three different aspects of vocabulary that commonly challenge pupils in reading and listening exams: negatives, geographical words and words within words.
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 />