AVOCADO mnemonic for improving quality of writing in MFL. Talk through / draw on students for an e.g. for each as you go. Mini reading slide 2. Slides 3-5 for more experienced language learners to elicit language features.<br /> <br /> David Michael Shanks @HFLanguages @mfl_itt . Idea seen in use by @alesscesar<br />

<p>**Editable MFL GCSE Writing marking templates for all 9-1 languages **designed to make feedback on extend ed writing questions faster, more effective and make students busier with reduced teacher input.</p> <p>Designed for AQA crossover question (Q4 Foundation, Q1 Higher paper) and Higher paper Q2 but adaptable to any board. Suitable as is for all reformed AQA GCSEs i.e. French, Spanish and German</p> <p>Recommended to print 2-up. For best results, remove the target and attainment grade :)</p> <p>Feedback, adapt and share back here or on Twitter </p> <p>Hope this saves you all some time!</p>

<p>An editable checklist / assessment grid for organising and providing feedback to students for the new 9-1 reformed MFL GCSE speaking exams. Includes scoring for the Role Play, Photo Card and General Conversation sections and key criteria from mark schemes for the attribution of marks. Based upon AQA but easily adaptable to other exam boards.</p> <p>If you find this useful or have ideas for improvements, please leave feedback here or on </p>

<p>This is an adaptable “Structure Strip” template that can be changed to any question length or language. This is an example on the topic of Environment for French. Structure strips can be a useful way for helping student extend their responses and also help ensure they practise addressing the requirements of a task and answering all elements of a question. In my experience sometimes students are limited in their ideas in English so this can help them get started.</p> <p>Easy to differentiate down with added support by adding key structures in the Target Language to the strip. Redraft / live modeling afterwards can be completed in the space on the reverse. Be aware of not limiting more creative students and make sure to remove the scaffolding incrementally to practice freer, more open writing. @HFLanguages</p>

Ppt. template for a scaffolded “variation on a theme” translation activity.<br /> <br /> This example is for KS3 French and aims to build some of translation skills necessary for the new MFL GCSEs<br /> <br /> Designed to focus students on the accuracy of key structures, gender, articles, agreements, negatives, prepositions etc and is adaptable as required. Often these words are inaccurate in student work as the focus tends to be upon nouns, verbs, connectives etc.<br /> <br /> A few rounds on a range of nouns as a starter/homework/filler activity should improve students accuracy.<br /> <br /> Can equally be conducted as a dictation activity, calling out the English for students to transcribe.<br /> <br /> Support prompts can be added/removed to differentiate to your group<br /> <br /> Simply replace the noun (Use control + F &amp; replace?) and key structures for further practice and variation on the structures to be acquired.<br /> <br /> *Warning* while this task is useful for a focus on accuracy, do bear in mind that it is not communicative in nature and does not place language in a context. As such, it should be used discerningly.<br /> <br /> Feedback / ideas @HFLanguages<br />

MFL Classroom Display - The Power of the Infinitive - French and Spanish<br /> <br /> Range of high value, cross-topic structures followed by the infinitive. <br /> <br /> Why is it effective?<br /> <br /> - Requires minimum teaching for maximum impact <br /> - Can be copied into books and placed on display (designed for A3 printing and laminating)<br /> - The list can easily be extended <br /> - Allows students to generate a lot of meaningful language without being inhibited by the need to conjugate<br /> - Especially useful for motivating for students who find it difficult to juggle tenses<br /> - Structures can be recycled across a wide range of topics

Zero preparation, high impact MFL activity. Telepathy game / Jeu de télépathie. Adapt to all vocabulary topics or indeed different subjects (land features in Geog, events in History, characters in English).<br /> Draw tally chart on the board - Teacher vs class. Je pense à une couleur……hmmmmmmm……c’est quelle couleur? <br /> Student structure responses:<br /> Est-ce-que c’est…?<br /> Je pense que c’est…?<br /> Ce n’est pas X donc est-ce-que c’est…?<br /> 1 tally point to teacher for each incorrect guess, 5 points to class if correct. Praise full sentences and correct colours that aren’t the one you’re thinking of.<br /> Also can be done on a mini-whiteboard, post-it (if they don’t trust you!) or with a student at the front or between students / groups e.g. hiding their answer in the back of their book.<br />

Key opinions, 3 Tenses, connectives display FRENCH Colour to laminate

Objectives Slide Template Time Saver MFL Date Weather Time Embedded Animations. <br /> <br /> Students should write the date, weather and time in top right/ margin in the Target Language as a matter of habit.<br /> Provide students with “What is the day/weather/time?” questions in their books so they can start lessons buy choosing a “victim” to answer the date/weather/time question.<br /> This practises weather, numbers, days, months over time and starts lessons with students using the Target Language independently of teacher.<br /> They should automatically be translating (in their head/books/pairs depending on ability) the title and objectives ready for teacher Q and A.<br /> Differentiation support/stretch available in red / green boxes as needed.<br />

KS3 &amp; KS4 French Marking Slips. Print out on coloured paper and stick in student books according to development points. Saves time, differentiates &amp; promotes student response.<br /> <br /> Huge thank you to Rosana Torres at Harris Falconwood for creating and sharing.

<p>Worksheet template I’ve created to try and support mainly those students struggling with their basic written production (though all can benefit and seem quite happy to complete them!). The aim is to provide scaffolding in stages through input and production:</p> <ol> <li>Parallel translation</li> <li>L2 &gt; L1 translation</li> <li>L1 &gt; L2 translation</li> <li>write 40 words from memory</li> <li>transfer structures to another topic with another 40 words</li> </ol> <p>My initial use in lessons shows students seem to engage quite well with them. The fold / turn the page is a useful engagement gimmick but more importantly a neat way of forcing retrieval rather than copying!</p> <p>Any feedback or improvements appreciated @HFLanguages</p>

Y7 French Grammar Progress Ladder based upon Pearson Scales.<br /> <br /> Level/grade/step free to avoid artificial acceleration and promote language progression conversation and construct testing. <br /> <br /> Includes student self assessment confidence scale and traffic lighting per grammar point.

KS3 &amp; KS4 Spanish Marking Slips. Print out on coloured paper and stick in student books according to development points. Saves time, differentiates &amp; promotes student response.<br /> <br /> Huge thank you to Rosana Torres at Harris Falconwood for creating and sharing.

Thanks to @VEverettmfl for the idea at Languages World 2016! <br /> <br /> MFL Coffee Stain Translation Activity Template @HFLanguages.<br /> <br />

<p>KS2-3 transition in MFL is a real challenge for a range of structural and capacity reasons, often outside our control. This small collection of resources is one concrete way that secondary schools and MFL departments can support the KS3-4 transition process to better inform Year 7 teachers and their teaching. This resource includes:</p> <ol> <li>A questionnaire template on primary MFL learning and home languages for schools to send home to current Year 6 (incoming Year 7) in information packs or other correspondence. This could also be completed by students in Year 7 though obviously the earlier the better with this data.</li> <li>A tracker to help collect and sort questionnaire data. A notional scoring system takes into account years of study, lessons per week and student confidence &amp; enjoyment. This is not robust but can be a useful indicator. (<strong>NB</strong> this uses dummy data and student names are fictitious)</li> <li>A mail merge document to generate an A4 PMFL profile per student, based upon the tacker. (<strong>NB</strong> Enter cell reference “A2:AB180” for the example to work)</li> <li>Example PMFL profiles (<strong>NB</strong> again, this is dummy data)</li> </ol> <p>I, David Shanks, would like to thank colleagues Mathilde Bouquin and James Stagg for their input on these resources.</p>

10 Quick &amp; Easy ideas for Digital Technologies in MFL @HFLanguages<br /> <br /> Adaptable for all languages and all levels.<br /> <br /> All the following ideas and digital tools have been selected on the basis that they are:<br /> <br /> 1. Free to use and device / operating system agnostic.<br /> 2. Accessible to all teachers and students with an internet connection and web browser (no ipads required!)<br /> 3. Require relatively little technical expertise to implement<br /> <br /> Feedback &amp; Share your ideas @HFLanguages