Student Engagement:

Discussing Expectations

Session Outline

Expectations of Learning in Junior Cycle MFL

Common European Framework of Reference for Languages

Energiser and 5WH Scaffold Strategy

Further Exploiting Texts

Expectations of Learning in Junior Cycle MFL

What supports our thinking as MFL teachers when discussing expectations of student work?

The Common European Framework of Reference for Languages (CEFR)

Using the CEFR (A1/A2) to further understand our expectations for students at the end of junior cycle.

Consider the qualitative features of spoken and written language at A1-A2 level.

Discuss to what extent this resource may support you and your MFL colleagues in discussing expectations.

Consider how we as teachers might exploit the CEFR Self-Assessment Grid to support students in monitoring their own progress.

Energiser and 5WH Scaffold Strategy

Further Exploiting an Authentic Text

Creating activities and tasks to support student engagement with authentic texts

Step 1: Discussing Activities and Tasks

  • Reconsider this text selected from session one

  • Using this text, list possible activities and tasks to develop student learning using learning outcomes from strand 1 and strand 2.

Strand 1: Communicative Competence

In this strand, students engage in language activities and tasks involving the integrated language skills of listening, reading, spoken production, spoken interaction and writing.

Click the arrows to view the learning outcomes

Listening

1.1 identify the general topic of a conversation on familiar topics when it is expressed clearly

1.2 recognise frequently-used words and phrases related to areas of immediate relevance and experience, including the language of routine classroom interactions

1.3 identify specific information in texts related to familiar topics such as announcements, conversations, simple news items

1.4 source, select and share audio stimuli such as songs, conversations, advertisements through appropriate digital technologies



Reading

1.5 recognise the meaning of familiar words and phrases to include everyday signs and notices in public places

1.6 understand the general sense of a text on familiar topics

1.7 identify specific information in a range of texts dealing with familiar topics

1.8 source and use authentic texts to explore topics of relevance through a range of media

Spoken Production

1.9 pronounce words accurately enough to be understood, with appropriate intonation

1.10 convey simple descriptions, presentations or announcements on familiar topics

Spoken Interaction

1.11 interact in routine exchanges with pronunciation and intonation which is clear enough to be understood and with appropriate non-verbal language

1.12 use simple polite forms in formal and informal situations such as greetings, thanks, introductions, and respond appropriately

1.13 ask and answer questions and exchange ideas, emotions and information on familiar topics in everyday situations

1.14 understand and use numbers as appropriate in everyday situations such as shopping, exchanging numbers, sequencing events

1.15 take part in routine classroom interactions such as pair and group work, asking questions, language games and activities, asking for help and repetition where necessary

1.16 communicate orally with others using digital technologies such as social media

Writing

1.17 write words and create short sentences using various media (emails, letters, blogs, postcards…) on everyday topics with accuracy

1.18 write a series of phrases and sentences linked with simple connectors such as but, and, or, as

1.19 create texts about aspects of their lives and topics that interest them such as family and friends, school, holidays, leisure activities, fashion, sport, celebrities

1.20 write short descriptions of present, past and future events, activities and personal experiences, as well as imaginative texts

1.21 fill out forms relevant to their age group and experience

1.22 produce and edit texts and interact with others in writing using appropriate digital technologies

Strand 2: Language Awareness

Students analyse how the target language works, they compare the languages they know (English, Irish and/or their mother tongue) and they reflect on their own language-learning strategies.

Click the arrows to view the learning outcomes

Reflecting on how the target language works

2.1 recognise, describe and use language patterns such as word order, verbal system, nouns, adjectives, spelling and punctuation conventions

2.2 apply all language learning to creative activities such as producing simple poems, posters, presentations, games and drama

2.3 recognise how gender and social conventions influence target language usage



Comparing the target language with other languages they know

2.4 identify similarities and differences between the pronunciation, intonation and rhythm of the target language and that of other languages they know

2.5 compare grammar and vocabulary of the target language with that of other languages they know, making connections and distinctions as appropriate

Reflecting on how they learn languages

2.6 identify, share and explain their preferred language-learning strategies

2.7 monitor and assess their own learning, using feedback they receive to reflect on what they need to improve and to set goals for improvement

Step 2: Creating Activities and Tasks

  • Using the text from step 1, choose learning outcomes from strand 1 and strand 2 to create an activity or a task for a 1st Year group

  • You may wish to use one of these digital tools.