What works? DfE small scale project summaries | noreply@blogger.com (Steve Smith)

I am grateful to David Wilson, SEND consultant, for bringing my attention via the MFL Resources Yahoo group to a document just published (August 2017) on the DfE site.

The original DfE source is here:

http://ift.tt/2fL6AMg

The DfE carries out research projects using “project associates” (statisticians, economists and researchers) which aim to help develop the DfE’s vision for education and inform the practice of teachers. If you scroll down the page linked above you’ll…

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Are the new A-level exams harder? | noreply@blogger.com (Steve Smith)

On the day when A-level results come out for 2017 we hear commentators talk of new harder A-levels. Michael Gove, we hear, wanted A-levels to be a match for other qualifications around the world, do away with the constant testing of modules and make the exams a better preparation for university by letting universities have a stronger say in the content of the specifications.

Are the new exams actually harder?

Firstly we need to distinguish between two types of difficulty. On the one hand we have the actual content of the syllabus and exams, on the other we have the issue of grading. You…

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http://ift.tt/2vFrzWm

Are the new A-level exams harder? | noreply@blogger.com (Steve Smith)

On the day when A-level results come out for 2017 we hear commentators talk of new harder A-levels. Michael Gove, we hear, wanted A-levels to be a match for other qualifications around the world, do away with the constant testing of modules and make the exams a better preparation for university by letting universities have a stronger say in the content of the specifications.

Are the new exams actually harder?

Firstly we need to distinguish between two types of difficulty. On the one hand we have the actual content of the syllabus and exams, on the other we have the issue of grading. You…

Continue reading at:

http://ift.tt/2vFrzWm

Focus on meaning or focus on form? | noreply@blogger.com (Steve Smith)

In one view of second language learning it is claimed that we acquire by simply understanding messages. Just as a child picks up their first language by listening to and interacting with caregivers and other children, so a second language learner picks up language sub-consciously by interacting with the teacher and peers. In both cases the learner acquires the language by focusing on no more than meanings. Only in rare cases is any attention drawn to the form of the language, e.g. grammar, patterns, spelling. This type of learning has been characterised in a number of ways over the years, for…

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Practising school subject vocab | noreply@blogger.com (Steve Smith)

Let’s suppose you’ve taught the L2 words for school subjects (maths, English, history etc). Perhaps you used PowerPoint slides, held up flashcards, gave a simple bilingual list, used a simple Quizlet list, showed a simplified school timetable etc. Let’s then suppose you personalised the topic by combining them with “I like” and “I don’t like” or other variations. What next?

A common activity which you may not have come across is to carry out a class survey. First, teach the question “What subjects do you like?” Make sure it is well established with choral repetition and some whole class QA….

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Principles for resource writing | noreply@blogger.com (Steve Smith)

Like many of you no doubt, I have been writing resources for language teachers (French) for many years. Although I have always used my instincts about what is useful I’ve never established a set of explicit principles on which to base my resources. In fact, these principles have existed implicitly in my head but I’ve never written them down.

Anyway, having just read a blog on the MaWSIG (IATEFL) site here by freelance ELT author Katherine Bilsborough, I’ve been prompted to give this some thought. In her blog post she discusses materials writing principles and refers to a number of ELT…

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http://ift.tt/2vj3apw

Principles for resource writing | noreply@blogger.com (Steve Smith)

Like many of you no doubt, I have been writing resources for language teachers (French) for many years. Although I have always used my instincts about what is useful I’ve never established a set of explicit principles on which to base my resources. In fact, these principles have existed implicitly in my head but I’ve never written them down.

Anyway, having just read a blog on the MaWSIG (IATEFL) site here by freelance ELT author Katherine Bilsborough, I’ve been prompted to give this some thought. In her blog post she discusses materials writing principles and refers to a number of ELT…

Continue reading at:

http://ift.tt/2vj3apw