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SPEAK EASY – TACKLING THE NEW GCSE SPEAKING Kerrie Moorhouse Lead Practitioner The Redhill Academy COMING, READY OR NOT! In your pairs, you have five minutes to discuss either or both of the following: •What are your main concerns about the new GCSE speaking? •What are you looking forward to in the new GCSE speaking? Only one terminal exam in speaking so the risk is less spread out. Greater emphasis on spontaneous and unscripted talk. More onus on pupils to manipulate the language for themselves. CONCERNS A more complex exam comprising of three elements. One tier entry only. Little preparation time and exams not yet accredited. No more controlled assessments. More time for teaching and learning. Greater emphasis on more authentic conversation. POSITIVES Increased engagement / perception of usefulness. Less strained relationships between teacher and pupils. Improved transition from GCSE to Alevel. SESSION OBJECTIVES To share strategies to support students with: •Role-plays; •Photo stimulus cards; •General Conversation. •To discuss the impact of the new GCSE on teaching and learning at KS3 and how we can prepare. REALIGNING THE WHEEL You have already laid laid somemuch of the of foundations for the newfor speaking You have already the ground-work the by doing some or all of the following: changes the new GCSE speaking by doing some or all •Sound –to spelling of•Presentation the following: – Practice – Production •Transactional Language / Classroom Language •Sound-spelling •Question words •Presentation – Practice Production •Role-plays/dialogues/ drama– etc. •Activities to build confidence in speaking •Classroom Language •Memorisation.** •Role-plays / dialogues These strategies will continue, just with a few tweaks in some cases. •Fun activities to build confidence in speaking ROLE-PLAYS Role-plays will require pupils to: •Use transactional language; •Deal with different registers; •Ask questions; •Respond to questions using only prior knowledge; •Respond spontaneously to a one-, two- or even threepart question; •Use communication strategies to sustain a conversation. QUESTIONING Teaching students how to ask questions at the earliest opportunity is central to their being confident and independent speakers because: •Pupils enjoy asking questions (especially if the topic/task is engaging); •It shifts the power balance to make teachers and pupils more equal and pupils therefore less inhibited; •When both parties are able to ask questions it reflects real conversation and will feel as such to pupils; ¿QUÉ PREGUNTA ES? Juego al fútbol. ? ¿Dónde? en Nottingham. What is the question? QUELLE EST LA QUESTION? Je partirai en vacances. ? Quand? Au mois de juillet. What is the question? WAS IST DIE FRAGE? Ich habe viele historische Monumente gesehen . ? Wie viele? Siebenundzwanzig. What is the question? QUESTIONING Teach the different ways in which you can turn a statement into a question: •Use of tone; •Inversion of subject and verb; •In French: the use of est-ce que; •Making a statement and adding et toi/et vous? •C’est vrai que + statement. Also highlight the non-existence of the word ‘do’ in questions in other languages! Tu habites en Angleterre. Tu habites en Angleterre? (tone) Habites-tu en Angleterre? Est-ce que tu habites en Angleterre? J’habite en Angleterre, et toi?* C’est vrai / correct que tu habites en Angleterre? (tone)* Turning statements into questions. What are the questions ? Over to you! What are the questions ? El viernes en el aula ML6 con la señora Donson Si, me gusta es fantástico Hablo, escucho, leo y escribo…y juego. Ask Me Tell Me El . . . en el aula . . . con . . . Si, me gusta es . . . (No me gusta es . . . . . . , . . . , y …y . . . Ask Me Tell Me Every day I. . . I dont usually like to . . . I rarely . . . Last year I started to . . . Next year I will . . . and . . . Over to you! Ask Me Tell Me The Hotseat Nombre: Miroslav Klose Nom: Andres Iniesta País: Alemania País: España Top Trumps Edad: 33 Bandera: Estatura: 1m84 Goles: 63 Participaciones: 114 Velocidad: 7 Fuerza: 17 Edad: 27 Estatura: 1m70 Goles: 11 Participaciones: 64 Velocidad: 8 Fuerza: 14 Bandera: Nom: Miroslav Klose Nom: Andres Iniesta Pays: Allemagne Pays: Espagne Top Trumps Âge: 33 Équipe: Taille: 1m84 Buts: 63 Participations: 114 Vitesse: 7 Force: 17 Âge: 27 Taille: 1m70 Buts: 11 Participations: 64 Vitesse: 8 Force: 14 Équipe: J’accuse •Predict the questions based on the answers. •What other questions might they ask in this topic? •What can you say? •What are you unable to say? •How can you get around it? •What do you need to say to score well? Record me, play me. Prof. de français ANY OTHER IDEAS? PICTURE STIMULUS CARDS Picture stimulus cards will require pupils to: •Describe people, places, objects and events using only prior knowledge; •Respond to questions using only prior knowledge; •Respond spontaneously to questions; •Use communication strategies to sustain a conversation. Il y a Il/elle est Je vois/On voit Ils/elles sont une personne / des gens Il/elle a l’air Il/elle a Ils/elles ont l’air Ils/elles ont Adjectives – emotions / descriptions •Predict the questions based on the context and other questions. •What other questions might they ask in this topic? •What can you say? •What are you unable to say? •How can you get around it? •What do you need to say to score well? Reading Images Reading Images Reading Images Reading Images Delle domande: Secondo te... • Quali sono i suoi passatempi? • Ama gli animali? • Che lavora fa? • Mangia bene? • È pigro? • Quanti anni ha? • Come si chiama? • È sposato? • Di che nazionalità è? • È un tipo solitario? A A B 1) Mentionnez 2 differences. 2) Répondez à deux questions. 3) Posez deux questions. Over to you! B A 1) Mention 2 differences. 2) Answer 2 questions. 3) Ask 2 questions. ANY OTHER IDEAS? GENERAL CONVERSATION The conversation will require pupils to: •Develop and extend their answers •Use different tenses; •Give justified opinions; •Ask questions; •Respond to questions using only prior knowledge; •Respond spontaneously to questions; •Sustain a conversation. LISTENING FOR SPEAKING In the same way that students can convert statements into questions, teach students how to use questions as a source for their answer. This will: •Give students thinking time; •Enable them to answer questions without hesitation; •Give a greater impression of fluency and comprehension; LISTENING FOR SPEAKING This will require putting the emphasis on listening during speaking tasks through: •Listening bingo •Correct the mistakes •Echoing •Verbal translation MANIPULATION In addition to the grammar that already goes on in lessons, be explicit about manipulation: •Verb forms and the difference with how they sound and how they look; •Adjectival endings and agreements; •Personal and reflexive pronouns. •What are the questions asking? •What do they mean literally? •How could you convert them into part of an answer? •What might you have to change? COMMUNICATION STRATEGIES Teach students the strategies to: •Sustain a conversation; •Take an active role in the conversation; •Repair a conversation when it breaks down. •Hesitation words •Sentence Starters Pouvez-vous répéter? Encore s’il vous plait? •Seeking clarification and asking for help. Comment? Pouvez-vous parler plus lentement? Je n’ai pas compris Use hesitation words to buy yourself time. Repeat the last two words of the question (with raised intonation). E.g. Le week-end? Use gestures and facial expressions to also communicate your message. Think of something you know how to say and can say quickly. Say as much as you can, give examples, opinions and use different tenses. If you run out of steam, ask a question! Communication and Repair strategies ANY OTHER IDEAS? PREPARING THE FOUNDATIONS AT KEY STAGE 3 •Phonics; •Connectives; • Manipulation of adjectives and pronouns • Manipulation of verbs and tenses; •Understanding and asking questions; •Listening for speaking; •Activities to promote risk taking, confidence and resilience; •Communication and repair strategies. Over to you!