fbpx
  • Quizzes for Learning
    French,  French GCSE,  German,  German GCSE,  MFL Skills Development,  Teaching Tips,  Uncategorized,  Vocabulary Learning

    3 Free Language Learning Apps To Improve Vocabulary

    How To Learn Vocabulary with Free Language Learning Apps – A Review/Comparison ‘Quizzes should be learning experiences for our students and we can make them into powerful ones’ (Fink, 2003) With the advent of the internet, it has never been easier to learn languages online and with this in mind, I wanted to put together a review of three of the most useful free quiz based learning apps and websites for the classroom and home that I have found and/or used. I recommend them when my students ask me how to learn vocabulary for French or German, or request a language game to help improve vocabulary or for grammar practice.…

  • asking questions
    French,  French GCSE,  German,  German GCSE,  MFL Skills Development,  Teaching Tips,  Uncategorized

    How To Ask Questions Language Edition

    The art of asking can be quite a daunting task for many in their own language, let alone a foreign language. This post aims to discuss why we need to know how to ask questions, provide a comprehensive explanation of how to ask questions in French, Spanish, English and German, as well as suggest some helpful and innovative resources for practising the art of asking questions and replying to them in French, German and other languages. Why Do We Need To Know How To Ask Questions? Questions help make sense of the world, they empower people as learners and are pivotal for solving problems, finding solutions and enacting change (Godinho,…

  • retrieval practice
    French,  French GCSE,  German,  German GCSE,  MFL Skills Development,  Teaching Tips,  Uncategorized,  Vocabulary Learning

    Retrieval Practice Grids in MFL

    The Practice of Retrieval ‘When we think about learning, we typically focus on getting information into students’ heads. What if, instead, we focus on getting information out of students’ heads?’ (Agarwal, 2017) Whilst I feel the quotation is useful in introducing retrieval practice, which the Oxford Dictionary defines as: ‘the process of getting something back from somewhere’, it’s a process teachers do automatically on a daily basis. This could be in the form of recaps at the beginning of lessons, through questioning or activities during the lessonas well as in a mini-plenary or a final plenary. It is also the idea of summative assessments at the end of a unit or in KS4, for GCSE…

  • teacher marking
    French,  French GCSE,  French GCSE Speaking Skills,  French GCSE Writing Skills,  German,  German GCSE,  German GCSE Speaking Skills,  German GCSE Writing Skills,  MFL GCSE Speaking Skills,  Teaching Tips,  Uncategorized

    KS3 French and GCSE French Writing Marksheet

    French Writing GCSE and KS3 Marksheet I started teaching English to Speakers of Other Languages (ESOL) in an adult education college in 2009 and although I did set writing homework, it was voluntary. So, I wasn’t obliged to do lots of marking and therefore didn’t appreciate the levels of marking teachers actually have to do. So what changed?! In 2015, my life changed (!) and I began teaching KS3 French and GCSE French in secondary schools. At this point, I was expected to set and mark written homework for 8-11 different classes on a regular basis. Therefore, in the evenings, like many other secondary school language teachers, I spent hours marking…

  • how to learn vocabulary effectively for modern languages
    French,  French GCSE,  French GCSE Speaking Skills,  French GCSE Writing Skills,  German,  German GCSE,  German GCSE Speaking Skills,  German GCSE Writing Skills,  Teaching Tips,  Vocabulary Learning

    How To Learn Vocabulary for Modern Languages

     How To Learn Vocabulary Effectively For modern languages, you need vocabulary to communicate well. However, students often find it difficult to remember words and sentences they are taught in the classroom between lessons. Some learners equally struggle to know how to learn vocabulary outside of the classroom, which can therefore present a problem in the ability to communicate verbally or in written form, as well as understand information aurally or through reading. If students are unable to complete the tasks required of them in the MFL classroom, then they will feel demotivated which will lead to its own issues including de-motivation, and even a feeling of failure or frustration. I started…

  • speaking languages spontaneously MFL GCSE
    French,  French GCSE,  French GCSE Speaking Skills,  German,  German GCSE,  German GCSE Speaking Skills,  MFL GCSE Speaking Skills,  MFL Skills Development,  Teaching Tips

    Speaking Languages Spontaneously with Questions

    Speaking languages spontaneously can be quite of daunting, especially at in a GCSE French, German or Spanish classroom. However, one of my professional targets this year is to develop my application of teaching spontaneous speaking in languages at GCSE (in my case, that’s French and German), and so I am always on the look out for exciting speaking activities that will really help learners to be able to develop this skill within the classroom. I have found many activities through fantastic teachers on Facebook, Twitter and Pinterest who willingly share their ideas, but I want to improve my own creativity in the classroom and have therefore developed an activity to…

  • German,  German GCSE,  German GCSE Listening Skills

    8 German Listening Websites for GCSE

    Why do GCSE students need German listening practice? My GCSE German students are fantastic at writing, they get on very well with reading and do well on speaking when they have plenty of vocabulary on a topic. The GCSE skill that many of them struggle the most with, however, is German listening. Due to limited time in lessons, it is vital for students to have the opportunity to practise their German listening outside of the classroom to tune their ears to the speed native Germans speak, since “what pupils reportedly find most problematic about listening is the pace of recorded material.” Barton (2006).In addition, this practice will allow learners to…