By Norbert Pachler ; Ana Redondo
This functional consultant bargains useful help for student-teachers and lecturers of their early specialist improvement. Divided into 3 sections it covers: key pedagogical concerns and making plans constructing key talents, wisdom and knowing broadening your point of view. educating is quickly turning into a extra examine and evidence-informed career and the fabrics during this booklet are in particular designed to aid advancements within the (pedagogical) wisdom base in educating. The consultant extends the preferred studying to educate glossy overseas Languages within the Secondary tuition via supplying unique examples of thought in perform. those examples are in keeping with the up to date learn and perform. additionally, they supply hyperlinks to proper resources helping evidence-informed perform.
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Additional info for A Practial Guide to Teaching Modern Foreign Languages in the Secondary School (Routledge Teaching Guides)
Assessment activity L/R? What are the pupils doing? g. A text comprising a series of single sentences (each numbered) describing hobbies L or R Matching the information in the text to pictures (with a designated letter) Useful as a practice activity but less effective as a formative assessment activity because it is difﬁcult to identify which aspect of the task may have been easy/ less easy for the pupil. Completing a table summarising the key information in relation to each of the speakers/ writers Opportunity to assess the outcomes and give pupils feedback based on their strengths and the areas they need to develop in terms of their listening / reading skills.
Pupil Learning Outcomes Lesson 1 Vocabulary and structures – – Differentiation Lesson 2 – – Differentiation Lesson 3 – – Differentiation Lesson 4 – – Differentiation Lesson 5 – – Differentiation Lesson 6 – – Differentiation Lesson 7 – – Differentiation Lesson 8 – – Differentiation Lesson 9 – – Differentiation Lesson 10 – – Differentiation 27 SUE FIELD WHICH RESOURCES TO USE? Choosing resources for presenting language is important. For learners at Key Stages 4 and 5, this may take the form of a text (spoken or written), from which pupils extrapolate new lexical items.
G. ﬂashcards reversed), and the class have to guess the identity of each in turn. This is effective if played as a team game. 31 SUE FIELD • Blockbusters Pupils guess the vocabulary/structures from initials on a grid. Also relies on memory (see below). Memory games Learners are given opportunities to commit items to long-term memory. • Kim’s game Visual aids are displayed; one is removed; pupils have to identify which one. Powerpoint and the OHP can be used here. • I went to the market Pupils take turns to add to the list of new lexical items, which have to be remembered and repeated in order, within a sentence.