1. Listening and speaking

2. Preparation for JANE’s session (tues)
Reading and writing
Bring laptops if possible to use in groups
All to look on internet for suitable reading text, one each – 1) KS3, 2) KS4, 3) Ks5
Keep it simple as not native speakers. But authentic materials can be motivating. We will think about how these can be used with pupils. JANE

3. Overview Addressing all the skill areas Listening Speaking
Listening – planning, sequencing and setting up
Speaking activity – planning, sequencing and setting up
Behavioural issues

4. Listening

5. Listening and Speaking
Receptive skills
Listening
Reading
Productive skills
Speaking
Writing
Traditional view –

6. Listening The complexity of listening
What makes listening difficult for some students?

7. The complexity of listening
Integral to the language learning process
Rarely takes place in isolation
Usually in tandem with speaking (or, in exams especially, writing)

8. Listening Far from a passive process
The listener brings much to the process
e.g.
Awareness of genre (what cues / markers?)
Knowledge of sound distinctions
lexical and grammatical knowledge

9. Why is it difficult?
According to Chambers, 1993, 1994) in surveys– listening features at the bottom of the list of ‘Most enjoyed activities’:
Why?

10. Why is listening hard?
‘The tapes are always crap I can’t hear the voices properly.’
‘Germans speak too fast’
‘The exercises are too hard for me.’
This can be a sign of inadequate preparation

11. Planning a listening activity
Focus on sound
mimicry
repetition
Focus on content
Listening for gist
Specific information
Focus on form
Linguistic structures
e.g. tenses
Which skills/outcomes do you want?

12. What are pupils required to do?
Is the response – verbal/non-verbal, closed/open?
Oral repetition as a drill?
Non-verbal response to single items
Gap-filler - retrieval of specific information
Re-word /rephrase
Changing from first to third person
Reconstruct (global understanding required)
dictagloss– respond to a question – mix of detail and gist understanding required.

13. Progression in the receptive skills
Identification
Rebuilding
Personalisation
(Adapted from Pachler and Field, 2001)

14. How? Pre-listening Put the text into context Predict language
Predict content
Make connections with the topic for the students/get their interest (Pachler and Field 2001)
Discuss in groups – make suggestions
How?

15. Pre-listening
Use of pictures
Short readings
brainstorming

16. Preparing for listening
Set up routines
Warn the students about how many questions etc there are.
Tell them how many times you will play the recording.
Re-assure them about not needing to understand everything.
Warn students (depending on level) when questions are not in order.
Make sure students understand how they are expected to respond.

17. Response types Non-verbal
List these in what you perceive to be the order of difficulty:
Gap-filling
Completing diagrams
Drawing
Labelling
Mixing and matching
Multiple choice
Physical movement
Ticking boxes
True/false
Adapted from Pachler and Field 2001:114

18. Task Look at the transcripts provided:
Design a listening activity to use this text?
How might you prepare the students for it/
How might you ask them to respond to the text?

19. Speaking

20. Continuum in speaking skills
Repetition and
Copying
Free
Expression
Based on Pachler and Field, 2001

21. Continuum in activity type
Repetition
Structured
Pair -work
Open-ended role play
Based on Pachler and Field, 2001

22. Repetition and drilling

23. Drill repetition Instant access to production of key phrases
Choral repetition – offers security
Drills need to be made fun – otherwise they can be become boring very quickly.
What ideas/suggestions do you have for using drill repetiton?

24. Drill repetition Surveys With flashcards – changing rhythm
Changing intonation/whisper/speak louder/slower/faster/funny voice – robot voice etc

25. Repetition Building up phrases backwards
Repeating a word or phrase if it is correct
Guessing
Distributing Flashcards/realia

26. Distributing flashcards
Students are ‘rewarded’ for correct answer by receiving the flashcard.
Students conceal cards
Once all the flashcard have been distributed, the class has to guess/remember who has which picture

27. Ideas for Speaking Activities
Whole class repetition activities (anonymity)
Vary the volume
Vary the tone
Say words as a chain
Mouthing a word or phrase
Individual work
Use volunteers
Accept different responses
Encourage students to listen to each other
Ask students to bring their own tape.

28. der Hund Die Katze Das Kaninchen Der Vogel Der Hamster der Fisch
Visual presentation and practice of vocabulary
der Hund
Die Katze
Das Kaninchen
Der Vogel
Der Hamster
der Fisch
Das Pferd
Die Schildkröte
Die Maus
Die Schlange
Marcus Waltl,Greycoat Hospital School

29. un chien
un chat
un lapin
un oiseau
un hamster
un poisson
un cheval
une tortue
une souris

30. un chat un lapin un oiseau un hamster un poisson un cheval une tortue
der Hund
un chat
un lapin
un oiseau
un hamster
un poisson
un cheval
une tortue
une souris
Marcus Waltl,Greycoat Hospital School

31. In Activstudion the weather symbols can be moved around to the cities
In Activstudion the weather symbols can be moved around to the cities. One child can pretend to be a forecaster and do a weather report. Alternatively, one child could say what the weather is like in a city and another student can move the symbol. It gives students a chance to speak, listen and supports kinaesthetic learners.

32. Structured Pairwork
What and how?

33. Ideas for structured pair-work

34. Structured Pair work Cue cards for pairs Information gap activities
Using a structured role play/picture prompts

35. Open-ended role-play
What and how?

36. Open-ended role play
Opportunity to express own needs/views/be more creative
Introduce element of unpredictablitiy
Recording of role-plays

37. Supporting learners with SEN in listening and speaking

38. Defining the problem
Special educational needs are associated with a variety of difficulties
learning; communication and interaction; social, emotional and behavioural; sensory and physical.
The nature of the difficulties
low motivation; reading and writing; handwriting and spelling; poor self-image; distractibility; dependency; inhibitions, reluctance to get involved; slow workrate; irregular attendance; poor social skills; weak visual and auditory memory; pronunciation and repetition issues.

39. General points
Remember to use repetition in everyday classroom interaction eg Register routines, classroom routines.
Link high frequency language subject-classroom
Think HUB-SPOKES
High frequency items, making it achievable
sound-word; grammatical awareness
Error correction – degree to which you correct errors will depend on your expectations linked to the level of the group and how you judge the affective factors involved.

40. SEN and MFL
What difficulties do you think students with learning difficulties might experience?

41. Difficulties experienced by students with learning difficulties in MFL classrooms
Spelling
Memory
Copying acccurately
Listening and note- taking
Pronunciation
These are some of the main area of difficulty that I encountered in my own classroom practice.
Inconsistent spellings within a piece of work. Vocabulary tests that were completely unrecognisable. Problems wtih vocabulary retention. Difficulties copying accurately from the whiteboard – unexpected difficullty not just carelessness. Often students would have difficulty

42. Ideas for Speaking Activities
Whole class repetition activities (anonymity)
Vary the volume
Vary the tone
Say words as a chain
Mouthing a word or phrase
Individual work
Use volunteers
Accept different responses
Encourage students to listen to each other
Ask students to bring their own tape.

43. Potential pitfalls
Minimising behavioural problems – What can you do?

44. Write a reflection What have you found useful today?
What would you like to know more about?