Download Speak Easy Session 15th July 2015

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!