confident
communication and
spontaneous talk in the
Ways to generate
languages classroom
Rachel Hawkes
Comberton Village College
Classroom talk
student to
student
planned
tasks
student to
teacher
teacher
talk
Rachel Hawkes
Good / excellent teacher use of TL
Carefully planned imaginative
activities guide and support
pupils to communicate
enthusiastically both orally and
in writing in the target language
and secure outstanding
progress.
Pupils willingly participate
in activities that require
them to use the language
to communicate orally and
in writing.
Pupils use the language with
little prompting for routine
classroom communication as
well as for specific purposes.
Teachers routinely use the
target language for
classroom communication
and generally insist on
pupils responding in the
language.
Outstanding The TL is the dominant means of communication in the lesson and
teachers have high expectations of learners’ use at an appropriate level.
(1)
Good
(2)
As a result, learners seek to use the TL as the normal means of
communication when talking to the teacher or informally to each other.
Teachers informally monitor and assess spontaneous TL use, keeping
track of learners’ progress in order to ensure their expectations increase
as they move through the school.
Teachers’ target language use is monitored by subject leaders and good
practice is regularly shared across the department resulting in a high
level of consistency.
Teachers provide a consistently fluent and accurate model of the foreign
language for learners to emulate. English is only used where
appropriate.
Learners occasionally respond to the teacher spontaneously in the TL,
but do not seek to use it to communicate with each other.
Learners are expected to use the TL with greater fluency as they move
through the key stages.
Teachers ensure all pupils experience the need to react to unpredictable
elements in conversations. Teachers praise and encourage spontaneous
use by students when it occurs.
There is a high level of consistency in the quality and quantity of TL use
across the department, supported by a unified departmental policy.
http://www.ofsted.gov.uk/resources/our-expert-knowledge/modern-languages
Comberton Village College
Classroom talk
student to
student
planned
tasks
student to
teacher
teacher
talk
Rachel Hawkes
Listening
KS2
 listen attentively to spoken language and show
understanding by joining in and responding
 explore the patterns and sounds of language through songs
and rhymes and link the spelling, sound and meaning of
words
Speaking
 engage in conversations; ask and answer questions;
express opinions and respond to those of others; seek
clarification and help*
 speak in sentences, using familiar vocabulary, phrases
and basic language structures
 develop accurate pronunciation and intonation so that
others understand when they are reading aloud or using
familiar words and phrases*
 present ideas and information orally to a range of
audiences*
Reading
 read carefully and show understanding of words, phrases
and simple writing
 appreciate stories, songs, poems and rhymes in the
language
 broaden their vocabulary and develop their ability to
understand new words that are introduced into familiar
written material, including through using a dictionary
Writing
 write phrases from memory, and adapt these to create
new sentences, to express ideas clearly
 describe people, places, things and actions orally* and in
writing
Grammar
 understand basic grammar appropriate to the language
being studied, such as (where relevant): feminine,
masculine and neuter forms and the conjugation of highfrequency verbs; key features and patterns of the language;
how to apply these, for instance, to build sentences; and
how these differ from or are similar to English.
Listening
KS3
 listen to a variety of forms of spoken language to obtain
information and respond appropriately
 transcribe words and short sentences that they hear with
increasing accuracy
Speaking
 initiate and develop conversations, coping with unfamiliar
language and unexpected responses, making use of important
social conventions such as formal modes of address
 express and develop ideas clearly and with increasing accuracy,
both orally and in writing
 speak coherently and confidently, with increasingly accurate
pronunciation and intonation
Reading
 read and show comprehension of original and adapted
materials from a range of different sources, understanding the
purpose, important ideas and details, and provide an accurate
English translation of short, suitable material
 read literary texts in the language, such as stories, songs,
poems and letters, to stimulate ideas, develop creative
expression and expand understanding of the language and culture
Writing
 write prose using an increasingly wide range of grammar and
vocabulary, write creatively to express their own ideas and
opinions, and translate short written text accurately into the
foreign language.
Grammar
 identify and use tenses or other structures which convey the
present, past, and future as appropriate to the language being
studied
 use and manipulate a variety of key grammatical structures and
patterns, including voices and moods, as appropriate
 develop and use a wide-ranging and deepening vocabulary that
goes beyond their immediate needs and interests, allowing them
to give and justify opinions and take part in discussion about wider
issues
 use accurate grammar, spelling and punctuation.
Student to teacher
•
•
•
•
•
teach key language first
insist on it consistently
build on hubs
encourage humour and creativity
make links between routine classroom
language and curriculum
• reward spontaneity
trabajar en
pareja?
escribir?
hablar?
memorizar?
pegarlo?
entregar los
cuadernos?
repetir?
¡Hola!
¡Hola!
hablar más
despacio?
Buenos
¡Hola!
ayudarme?
días
firmar mi
merit?
dar un
ejemplo?
e.j. Me gusta
la música!
leer esto?
fácil
divertido
Ha ha
ha!
difícil
así…así
aburrido
fatal
terminado
ganado
olvidado
perdido
entendido
hecho mis
deberes
todo
correcto
un
problema
una idea
hambre/sed
perdido
dolor de
Geburtstag
cabeza
un perro
einen
Hund
las cartas de oro
pienso que
me gusta(n)
mejor
(más)
importante
antes (no) me
gustaba(n)
quiero
puedo
voy a
tengo que
• ‘Cartas de oro’ because they are some of the most useful words you’ll learn ever
• Play them at any time we are talking in Spanish ‘whole class’ – needs to be relevant to
our discussion theme in some way
• When you ‘play’ one you put it back in the envelope
• Your aim is to use at least 3 per lesson – more than this (reward=spontaneous leader –
call home)
Comberton Village College
Classroom talk
student to
student
planned
tasks
student to
teacher
teacher
talk
Rachel Hawkes
Teacher talk
• Consistent
• Clear / concise
• Checks understanding
• Creative
• Communicative
Incidental talk
Y8 beginner German first 6 weeks
•
•
•
•
•
•
•
•
•
danke (thank you)
gut (good/well)
bitte (please)
einfach (easy)
jetzt (now)
eine Frage ( a question)
eine Antwort (an answer)
schwierig (difficult)
ein Heft (an exercise
book)
• fast (almost)
• schnell (fast)
• eine Ausnahme
(exception)
• die Aussprache
(pronunciation)
• intelligent
• klar (clear)
• Ist das…? (Is it/that…?)
• nein (no)
• kein (no + noun)
• nicht (not)
1.Ich lese/spreche ein Buch
2.Deutsch ist danke/gut
3.Ich bin intelligent/ein Heft
4.Mathe ist einfach/jetzt
5.Usain Bolt laüft sehr
fast/schnell
6.Ich habe keine/nein Brüder
7.Physik ist schwierig/ja
Comberton Village College
Classroom talk
student to
student
planned
tasks
student to
teacher
teacher
talk
Rachel Hawkes
Planned tasks
• Twenty questions
• What are the questions
• Hotseating
• Find someone who
http://www.tes.co.uk/teaching-resource/Talking-to-Learn-6207455/
http://www.tes.co.uk/teaching-resource/Talking-to-Learn-2-6219693/
Comberton Village College
Questioning
20 QUESTIONS
Rachel Hawkes
20 questions
1)
2)
3)
4)
5)
Have you…?
Do you like…?
How…?
Where…?
Is…?
¿Piensas que …?
Do you think that………..?
Comberton Village College
Questioning
WHAT ARE THE QUESTIONS
Rachel Hawkes
¿Cuáles son las preguntas?
7. Sí, pero
es un poco
aburrido.
1. Me llamo
Adam.
2. Tengo 15
años.
6. Sí, por
supuesto.
¿Y tú?
5. Sí, me
gusta mucho.
3. En
Cambourne.
4. Sí.
Was ist die Frage?
5 Tage
in einem Karton
Nein,
danke
ein Elefant
Nur am Montag!
Harry Potter
Mein Schultag beginnt
um halb neun (1)
Nein. Deutsch ist natürlich
mein Lieblingsfach. (2)
Das langweiligste Fach ist
Englisch. (2)
Eine gute Frage. Ich
finde Mathe nützlicher
als Englisch. (2)
Ich habe Grammatik gelernt
und ich habe gesungen (2)
Man darf niemanden
hänseln oder ärgern (1)
Letztes Jahr war
Geschichte sehr
langweilig aber dieses
Jahr ist es besser. (2)
Ja (5).
Manchmal ist es lustig aber
leider ist Mathe oft nur
langweilig. (2)
Ich werde immer
pünktlich zur
Deutschklasse kommen
(1)
Nein. Ich muss
Hausaufgaben machen (5)
Ich muss Hausaufgaben
machen (2)
Deutsch ist schwierig, ja?
Hast du mein Goldfisch genommen?
Wie findest du Mathe?
Das langweiligste Fach ist Geschichte oder?
Magst du Pizzasaft?
Denkst du, dass Alex ist ein bisschen verrückt?
Was hast du in den Ferien gemacht?
Was ist das langweiligste Fach?
Was du in dein letztes Deutschfach gelernt?
Englisch ist interessant, oder?
Möchtest du ins Kino gehen?
Findest du Englisch langweilig, oder?
Später kannst du Schaflaufen ?
Was ist eine Schulregeln?
Warum kannst du nicht mit mir nach Cambridge
gehen?
Magst du Geschichte?
Wie findest du Geschichte?
Frau Gillings, ist das du?
Was musst du nächstes Jahr gemachen?
Was musst du am Freitag machen?
Ist Mathe langweilig?
• Variety of
formulations
• Mixture of tenses
• Use of statements
+ oder?
• Some more
complex question
structures
• Some mistakes!
• Message-oriented
• Humour!
• Like EFL sessions
Comberton Village College
Questioning
HOTSEATING
Rachel Hawkes
❶
❷
❸
❹
Salut! Je m’appelle Clarisse et j’habite à Fonainebleau. Je
suis drôle et intelligente et je suis fan de foot! Le foot,
c’est ma passion. Mon équipe, c’est le PSG.
Mon frère Rény est très sympa. En genéral on s’entend
bien et normalement on regarde les matches de foot
ensemble.
Hier soir, j’ai regardé un match de foot international à la
télé, J’ai mangé du popcorn, comme d’hab.
Le weekend dernier, je suis allée au Parc des Princes où
j’ai regardé le PSG contre Auxerre. J’ai aimé le match
parce qu’il y a eu deux pénalties. Après le match, je suis
allée au café où j’ai mangé un sandwich.
1
Comment t’appelles tu?
2
3
4
5
Où habites-tu?
Tu es comment?
Tu es drôle? Tu es intelligent?
Quel est ton sport préféré?
6
7
8
Quelle est ta passion?
Quelle est ton équipe préférée?
Qui est Rény?
9
10
11
12
Tu as des frères ou des soeurs?
Comment s’appelle ton frère?
Ton frère, il est comment?
On se dispute?
13 Qu’est-ce qu’on fait ensemble?
14 Qu’est-ce que tu aimes faire avec ton frère?
15
16
17
18
Qu’est-ce que tu fais normalement avec ton frère?
Qu’est-ce que tu as fait hier soir?
Tu as mangé quelquechose?
Qu’est-ce que tu as fait le weekend dernier?
19 Le PSG, c’est quoi?
20 C’était bien le match? Pourquoi?
21 Le PSG a gagné?
22 Qu’est-ce que tu as fait après le match?
Comberton Village College
Questioning
FIND SOMEONE WHO
Rachel Hawkes
Busca a la persona que …
• juega al fútbol los sábados.
• va al cine a menudo.
• lee todos los días.
• ve la tele cada día.
• nunca descarga música del Internet.
Busca a la persona a quién…
• le gusta Come Dine with Me.
• no le gusta Top Gear.
• le gusta Factor X.
Comberton Village College
Classroom talk
student to
student
planned
tasks
student to
teacher
teacher
talk
Rachel Hawkes
Student  student talk
• Teach specific language e.g.
game-playing
• Group talk tasks
Du bist ein großer
Schwindler / eine
große Schwindlerin!
You are a big
cheater!
Halt die Klappe! Ich
höre nicht.
Shut up! I can’t
hear.
Ich habe gewonnen!
Ich bin der Meister
/ die Meisterin!
I have won! I am
the champion!
Was hast du für
Nummer .....
geschrieben?
What have you
written for number
....?
Du hast verloren!
You have lost!
Ich habe keine
Ahnung, kannst du
mir helfen?
I have no clue, can
you help me?
Fang an! Du bist
daran!
Start! It’s your
turn!
Können wir bitte
zusammen
arbeiten, ich
verstehe das nicht
so gut?
Can we work
together please, I
don’t understand it
very well..
Nadal
Paella
David Villa
Andy Murray
¿Qué piensas?
Pienso que...

X
¡Sí, es verdad!
¡No, es mentira!
X
¡Yo también!
¡Yo tampoco!
¡Estás loco/a!
¿Qué piensas?

X
Pienso que…
I think that…
Creo que..
I believe
La excepción es..
the exception is
porque
because/for
Es (from verb ‘SER’ to be)
It is (permanent characteristics)
un animal – una persona - un país – un
continente -
an animal – a person - a country – a
continent
de Inglaterra, Escocia, España…
plural/singular
plural/singular
un verbo – un adjetivo – un sustantivo
a verb - an adjective - a noun
masculino - femenino
masculine - feminine
diferente
different
los otros son…
the others are…
España
Perú
Brasil
Cuba
Madrid
Paris
Londres
Barcelona
yo
ella
nosotros
Usted
uno
dos
diez
doce
Resource created by Rosyroja
Reminders- Practice, 8 minutos
e.g. One interaction
Jack: Me gusta el chocolate porque es dulce. ¿Qué piensas? (What do
you think?
Molly: Yo también (Me too)
nominate listeners
Abbie: ¡Ni hablar! (No way!)
set timer – 8 minutes
Sam: Estoy de acuerdo (I agree)
e.g. The next interaction
Molly : Me gustan las hamburguesas porque son deliciosas. ¿Qué
piensas? (What do you think?
Jack: Yo también (Me too)
Sam: ¡Estás loco/a! (You are crazy!)
Abbie: No estoy de acuerdo (I don’t agree)
Resource created by Rosyroja
Resource created by Rosyroja
Self and Peer assesment sheet
In my group talk speaking test today I achieved:
⃝ level 3 because I took part in a simple conversation
and asked questions and gave replies 3 times.
To reach level 4 my partner needs
to……………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………….
⃝ level 4 because I asked questions and gave replies 4
times and was able to apply grammar rules correctly.
To reach level 5 my partner needs
to……………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………
Greg Horton’s Group Talk Chart
STAGE 1
Introducing and responding
to simple opinions
Ja
Nein
Stimmt!
Das stimmt
nicht!
Da hast du
Recht!
Wirklich?
super
Echt?
toll
Resource created by Jen Turner
Was hältst du von.....?
Resource created by Jen Turner
Comberton Village College
My contact details and links to resources
rhawkes@comberton.cambs.sch.uk
01223 262503 ext.222
@RachelHawkes60
www.rachelhawkes.com
1. This and other CPD presentations
2. Teaching resources for KS2 – 5 (mostly Spanish)
www.tes.co.uk (type ‘rhawkes’ into search to pull up all resources)
Rachel Hawkes