SPEAK EASY – TACKLING THE NEW GCSE SPEAKING Kerrie Moorhouse

Lead PractitionerThe 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.

A more complex exam comprising of

three elements.

One tier entry only.

Little preparation

time and exams not yet

accredited.

CONCERNS

No more controlled

assessments.

More time for teaching and

learning.

Greater emphasis on

more authentic conversation.

Increased engagement / perception of usefulness.

Less strained relationships

between teacher and

pupils.

Improved transition from

GCSE to A-level.

POSITIVES

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 much of the ground-work for the changes to the new GCSE speaking by doing some or all of the following:•Sound-spelling•Presentation – Practice – Production•Classroom Language•Role-plays / dialogues•Fun activities to build confidence in speaking

You have already laid some of the foundations for the new speaking by doing some or all of the following:•Sound – spelling•Presentation – Practice – Production•Transactional Language / Classroom Language•Question words•Role-plays/dialogues/ drama etc.•Activities to build confidence in speaking•Memorisation.**

These strategies will continue, just with a few tweaks in some cases.

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 three-part 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.

?

en Nottingham.

¿Dónde?

What is the

question?

QUELLE EST LA QUESTION?

Je partirai en vacances.

?

Au mois de juillet.

Quand?

What is the

question?

WAS IST DIE FRAGE?

Ich habe viele historische Monumente gesehen .

?

Siebenundzwanzig.

Wie viele?

What is the

question?

QUESTIONINGTeach 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!

Turning statements into questio

ns.

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)*

What are the questio

ns?

What are the questio

ns?

Over to

you!

El viernes en el aula ML6 con la señora Donson Si, me gusta es

fantástico Hablo, escucho, leo y

escribo…y juego.

Ask MeTell Me

Ask MeTell Me

El . . . en el aula . . . con . . . Si, me gusta es . . . (No me gusta es . . . . . . , . . . , y …y . . .

Ask MeTell Me

Every day I. . . I dont usually like

to . . . I rarely . . . Last year I started to

. . . Next year I will . . .

and . . .

Over to

you!

TheHotsea

t

Nombre: Miroslav Klose

País: Alemania

Edad: 33 Estatura: 1m84Goles: 63Participaciones: 114Velocidad: 7Fuerza: 17

Bandera:

Nom: Andres Iniesta

País: España

Edad: 27 Estatura: 1m70Goles: 11Participaciones: 64Velocidad: 8Fuerza: 14

Bandera:

Top Trumps

Nom: Miroslav Klose

Pays: Allemagne

Âge: 33 Taille: 1m84Buts: 63Participations: 114Vitesse: 7Force: 17

Équipe:

Nom: Andres Iniesta

Pays: Espagne

Âge: 27 Taille: 1m70Buts: 11Participations: 64Vitesse: 8Force: 14

Équipe:

Top Trumps

J’accuse

•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?

•Predict the questions based on

the answers.

•What other

questions might they ask in this

topic?

Prof. de

français

Record me, play me.

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

Je vois/On

voitIl/elle a

l’air

Ils/elles ont l’air

Il/elle est

Ils/elles sont

Adjectives – emotions /

descriptions

Il/elle a

Ils/elles ont

une personne / des gens

•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?

•Predict the questions based on

the context and other questions.

•What other questions might they ask in this

topic?

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

1) Mentionnez 2 differences.2) Répondez à deux questions.3) Posez deux questions.

A B

1) Mention 2 differences.2) Answer 2 questions.3) Ask 2 questions.

A B

Over to

you!

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.

•How could you convert

them into part of an answer?•What might

you have to

change?

•What are the

questions asking?•What do

they mean

literally?

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

•Seeking clarification and

asking for help.

Pouvez-vous

répéter?

Comment?

Encore s’il vous plait?

Pouvez-vous

parler plus

lentement?

Je n’ai pas compris

Communication and Repair

strategies

Use hesitation words to buy yourself time.

Think of something you

know how to say and can say

quickly.Repeat the last

two words of the question (with

raised intonation). E.g. Le week-end?

Say as much as you can, give

examples, opinions and use different

tenses.Use gestures and facial expressions

to also communicate your

message.

If you run out of steam, ask a

question!

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!