1. THE DOUAY MARTYRS CATHOLIC SECONDARY SCHOOL
Studying a language
- How parents can support learning June 2017

2. Challenge: Languages in the curriculum
Ambiguous status
For a selected few: academic focus
Languages for all: transactional focus
Almost extinct: league tables
Ebacc: raising standards

3. New GCSE Assessed in Listening, Reading, Writing and Speaking
Translation from and into to the foreign language
Understanding of literary texts
Cultural knowledge and awareness
Spontaneous speech

4. Y7: enthusiasm for a new subject
Games and songs
Students are less self-aware and inhibited
Focus on oral work and simple structures
Sense of achievement and progress

5. Y 10: a challenging examination subject
Studying a language is perceived to be difficult
No obvious immediate application or future
relevance
Reliant on teacher input and support
High demands on memory skills and literacy skills
No instant gratification
Never 100% perfect or faultless
‘out of comfort zone’

6. Learning a language = a skill for life
Language awareness
Literacy skills
Communication skills
Intellectual capacities
Memory and retention skills
Problem solving skills
Cultural awareness
Broader outlook
Confidence

7. Learning styles Visual learners prefer to: Draw pictures and diagrams
Colour code their work
Use different coloured paper, pens etc
Use their own system of symbols etc
Create images and scenes in their minds

8. Auditory learners prefer to: 
Say their work aloud
Give presentations to an imaginary audience
Record notes on a tape recorder
Use silly noises to remember things
Hear the information in their mind
Play instrumental music

9. Kinaesthetic learners prefer to:
Do actions when learning key facts
Walk about when learning
Find it harder to sit at a desk
Add emotions and textures to exaggerate information
Try to experience what they are learning

10. What?
In addition to:
Vocabulary
Idiomatic expressions

11. Verbs Present tense Past tenses: Perfect and Imperfect
Future tenses: Near Future and Simple future
Conditional
Expressions wit subjunctive
Reflexive verbs
Verbs followed by the infinitive
Verbs followed by prepositions
Impersonal verb forms
Adverbs

12. Nouns Genders Articles Adjective agreement Adjectives Pronouns
Prepositions

13. Sentences Complex sentences ‘If’ sentences Coordinating conjunctions
Subordinating conjunction
Questions
Punctuation

14. Learning by immersion
The best method to learn a language- Does not necessarily mean that you need to go to Spain to become fluent in Spanish or to live in France in order to become a fluent French speaker.

15. HOW?
Isolated
In context

16. The ‘little but often’ rule
When it comes to learning French or Spanish, ‘studying’ little bit everyday works much better than studying for two hours once a week. Study for at least one minute per day and you're bound to make progress.

17. Memory techniques: By Rote
Learning by rote is simply reading the text over and over until you remember it. It is the most basic kind of revision, but without the help of other techniques it may not be very effective and it can be very boring. There are not many students with excellent auditory memory who can solely learn this way .

18. For example... Learn 5-10 words a day – using:
Your vocab booklet, your revision guide with the traditional 'look, say, cover, write, check’ method
Spaced repetition programmes which work like flashcards, e.g.: ‘activelearn’ (on-line - based on our course book); Memrise, Languages on line (see info sheet)
Your own flashcards
Your own vocab or verb tests
A friend or a parent to test you
Your electronic devises: switch to French or Spanish

19. Examples of vocabulary lists
They work well
For browsing general vocabulary
For checking spelling
For checking gender of nouns
As a bank of verbs in the infinitive
As a bank of standard phrases
As a starting point for word cards and mind maps

20. Write the words out in different colours depending on their genders…
Divide the words up according to difficulty level and learn them in batches.
Write the vocabulary from each sub section out separately…..
Write the start of each sub-section on a blank piece of paper and try to fill in what could come next….
Write out the initial letter of each word in a sentence, then take away the book and try to write the words in full.
Turn the language in each of these sections into a short paragraph……
Do it with the book open first, then have another go from memory. Check your work – how did you do?

21. Examples of word cards They work well For verbs and tenses
Word families
Topic related vocabulary and phrases
Words students find difficult to remember
As cue cards in preparation for the speaking test

22. Learn with your ears – not just with your eyes
If you want to sound like a local, you need to learn with your ears, not with your eyes. That's why all audio resources are recorded at normal speed by professional voice actors.
Most students enjoy repeating what they hear, mimicking or exaggerating the sounds they hear.

23. For example...
Use on-line programmes: listen to the vocab and repeat and repeat vocabulary
Listen to French pop-songs on youTube (and listen again with the lyrics)and sing along
Chant verb conjugations
Listen, read and repeat – then write the word: make the sound- spelling link (Phonics)
Label objects in your house with sticky notes and say the words every time you pass (use different voices or intonation – make it fun)

24. Read passages out loud (and make a note of the words with which you struggle and ask your teacher later).  (French: focus on the -é at the end of words (which you must pronounce); the -e, -s, -t that are silent, numbers, and tricky sounds (-tion, h-, r-) and nasals). Increase your speed, even if it means mispronouncing certain words.
Talk to yourself and practise saying out loud what you have done in the day. Have a list of verbs in the right tense to refer to.  Try and include the funny or irritating bits of the day - include emotions as if you were writing a diary, or do a crazy improvisation in front of your mirror! Anything to make speaking in fun!

25. 2. Revising for assignments or ‘exams’
Planning
Researching
Drafting
Memorising

26. Mind-maps Start with the topic in the middle of the page
Then develop your main ideas = sub-topics.
 Each branch must relate to the branch before it.
 Use only key vocabulary, verbs or short phrases and images.
 Key words must be written along the branches.
 Printing your key words makes them more memorable.
Any words used must be spelt correctly.
 Use highlighters and coloured markers to colour code branches.
 Make things stand out on the page so they stand out in your mind. (This doesn’t show up well on a black and whole photocopied booklet! You should use a different colour for each main branch and all its sub-branches)
Design images you can relate to which will help you remember key information.

30. Drafting Use your mind map to draft a paragraph or the whole text.
Use your textbook and other resources
(revision guide and handout) to find sentences
or short passages which fit in with what you
want to say. Make them your own by changing
words or omitting or adding details.

31. Memory techniques: Chunking
Break your work down into sentence ‘chunks’
Take one paragraph and count the number of sentences
Draw that number of boxes onto a page
Write each sentence into a box from left to right
Look at the first sentence in your notes and read it out loud. Then, close your eyes and say (‘seeing the words in your mind’) or ‘air write’ the sentence without looking at it
Repeat the step above, this time with the first 2 sentences
Next, try it with 3 sentences. Then 4. Repeat until you have (mostly)memorized the first paragraph

32. Now take a 3 minute break Now turn over and draw the boxes again
This time put the first letter of each word only, followed by a line. E.g. m__ g________ l__ c_________
When you have finished, try to complete the text without looking at your notes.
Now take a 3 minute break
Now turn over and draw the boxes again
This time put a picture in each box instead of any words
Try to use colourful, humorous images to link to the idea of the sentence
When you have finished, try to complete the text without looking at your notes.

33. Memory techniques: Key words and/or pictures
Take a piece of paper for each bullet and paragraph.
Split the paper in half like this:
At the top is the English bullet and on the left is your answer broken down into sentences or chunks
On the right hand side you write key words or draw pictures to prompt your response
When ready, cover the left side and use the right to help you recite the text
Try this with the next paragraph of your text

34. A Try thinking of images for the next paragraph of your text
A Try thinking of images for the next paragraph of your text. Remember to make them as vivid and unusual as possible so they stick in your mind.
B Speak your text through with these pictures to prompt you (then have a 2-minutes chat with your partner).
C Now see if you can remember your text by just thinking of, or looking at your images.

35. Memory techniques: Card cover Two ways to practice with cards
Put the answers on the back, but you need to remember more at once before you check
Use a piece of paper and move down to reveal answers as you guess the contents
These techniqiues are very useful for
checking that you know key words and phrases.

37. activelearn e-book of our GCSE text books ‘Studio’ and ¡Viva!
Google: active learn login (Pearson)
Login using the students schools address
Password: Active100
once logged in, the icon of the textbook will
appear – click on it
Choose foundation or higher course
choose module
choose unit
choose activity

39. Google classroom in the process of being set up
Students will receive an invitation with the code word to access the classroom
Staff will upload resources on a regular basis
- power point presentations
- worksheets
- grammar notes
- exam materials
- web links

40. Current priorities Confidence, a good work ethic and positive mind-set
Consolidate pronunciation and intonation and a degree of fluency and spontaneity
General good basic written accuracy: spelling, accents, nouns with correct gender, adjectival agreement.
Good grasp of the main verb forms and tenses.

41. Resources on the internet

42. Support
Student to purchase a ring binder to collate and build up work in preparation of their examinations
Vocabulary booklet
Revision guide
Lunch time conversation classes and tutorials
(days and times TBC in September)