Get the best grade you can in GCSE Spanish speaking

Get the best grade you can in GCSE French speakingSession 4The importance of listening

For our final session, we are going to focus on the other important skill we identified this morning as having a role in our ability to speak, or converse. We have to understand what we are hearing. The skill of listening is therefore important in 50% of your GCSE grade. It is obviously vital for the listening exam (worth 20%) but also for the speaking (30%).

1ListeningPre-listening strategies

Tips for successful listening

A I want to go on holiday.B I hope to go on holiday.C I can go on holiday.D I have to go on holiday.E Im going to go on holiday.F Were going to go on holiday.1G I would like to go on holidayH The best thing will be to go on holiday.I Im intending to go on holiday.1 coute et mets les phrase dans lordre correcte (1-9)Strategy 1Use PREDICTION as a pre-listening strategy. Highlight the words that change and anticipate the French you will hear for each.Read these in this order:1. On va partir en vacances.2. Je peux partir en vacances.3. Je vais partir en vacances.4. Le mieux serait de partir en vacances.5. Je veux partir en vacances.6. Je voudrais partir en vacances.7. Jai lintention de partir en vacances.8. Jespre partir en vacances.9. Je dois partir en vacances.3A I want to go on holiday.B I hope to go on holiday.C I can go on holiday.D I have to go on holiday.E Im going to go on holiday.F Were going to go on holiday.1G I would like to go on holidayH The best thing will be to go on holiday.I Im intending to go on holiday.23456789RponsesRead these in this order:1. On va partir en vacances.2. Je peux partir en vacances.3. Je vais partir en vacances.4. Le mieux serait de partir en vacances.5. Je veux partir en vacances.6. Je voudrais partir en vacances.7. Jai lintention de partir en vacances.8. Jespre partir en vacances.9. Je dois partir en vacances.4

loise describes how she spent her birthday this year, while in Martinique. Listen and choose the correct word to complete the sentence.1 She went diving in the morning / afternoon / evening2 She saw fish that were large / colourful / dangerous3 At the restaurant, she chose a main course ofchicken / fish / pork4 For dessert, she had a banana / ice cream / cake5 She drankbeer / lemonade / fruit juice

Ask students to:1. Think about the specific information they need to listen for in each question (listening for detail not gist).2. Anticipate the answers they might hear with a partner jot them down on the blank page opposite in French!3. Ask them to identify where any possible confusion could arrive (afternoon v evening/mentioning two options but including a negative).

After they have had a few minutes to work on this, ask them to tell you what they have written down for each. Highlight the importance of listening for what you know, in amongst unfamiliar phrases. The issue here is that all three answers could make sense, so nothing can be ruled out before listening. Instead, pupils need to look out for distractors, such as the use of negatives or the combination of two answers (e.g. banana flavour ice cream), designed to distract them from the correct answer.

5Rponsesloise describes how she spent her birthday this year, while in Martinique. Listen and choose the correct word to complete the sentence.1 She went diving in the morning / afternoon / evening2 She saw fish that were large / colourful / dangerous3 At the restaurant, she chose a main course ofchicken / fish / pork4 For dessert, she had a banana / ice cream / cake5 She drankbeer / lemonade / fruit juice

Ask students to:1. Think about the specific information they need to listen for in each question (listening for detail not gist).2. Anticipate the answers they might hear with a partner jot them down on the blank page opposite in French!3. Ask them to identify where any possible confusion could arrive (afternoon v evening/mentioning two options but including a negative).

After they have had a few minutes to work on this, ask them to tell you what they have written down for each. Highlight the importance of listening for what you know, in amongst unfamiliar phrases. The issue here is that all three answers could make sense, so nothing can be ruled out before listening. Instead, pupils need to look out for distractors, such as the use of negatives or the combination of two answers (e.g. banana flavour ice cream), designed to distract them from the correct answer.

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Listening to Section A and choose the correct answers.1 Nicolas works in a bakery / a butchers / an office2 He worksevery Sunday / every Saturday / in the holidays3 milie works in a shop / works in an office / delivers the post4 Shewrites / sends / opens letters.Listening to Section B and choose the correct answers.1 Mehmet has done / is doing / is going to do his work experience.2 He found the workeasy / hard / boring3 Dominique workedwith horses / for a firm / on a farm4 One day she wants togo on the stage / work in agriculture / race horsesIn this activity, there are 2 statements for each person (Nicolas, milie, Mehmet and Dominique). Pupils need to listen carefully to both statements and use logic in order to ensure that they have chosen the correct option out of two similar sounding words.

Ask pupils to:Read through the questions and spot any links which might help them to rule out any unlikely answers (e.g. works in a shop doesnt link well with writes/sends/opens letters, whereas works in an office and delivers the post both do);Anticipate what language could help them to identify the correct tense in activity 3b;Highlight any similar sounding words which might cause confusions (firm/farm firme/ferme; boulangerie/boucherie)

7Listening to Section A and choose the correct answers.1 Nicolas works in a bakery / a butchers / an office2 He worksevery Sunday / every Saturday / in the holidays3 milie works in a shop / works in an office / delivers the post4 Shewrites / sends / opens letters.Listening to Section B and choose the correct answers.1 Mehmet has done / is doing / is going to do his work experience.2 He found the workeasy / hard / boring3 Dominique workedwith horses / for a firm / on a farm4 One day she wants togo on the stage / work in agriculture / race horsesRponsesIn this activity, there are 2 statements for each person (Nicolas, milie, Mehmet and Dominique). Pupils need to listen carefully to both statements and use logic in order to ensure that they have chosen the correct option out of two similar sounding words.

Ask pupils to:Read through the questions and spot any links which might help them to rule out any unlikely answers (e.g. works in a shop doesnt link well with writes/sends/opens letters, whereas works in an office and delivers the post both do);Anticipate what language could help them to identify the correct tense in activity 3b;Highlight any similar sounding words which might cause confusions (firm/farm firme/ferme; boulangerie/boucherie)

84 Identifiez les questions1aWhat is there there?2bWhat do you do with your friends?3cWhere do you live?4dWhat do you think of your area?5eWhat is your town like?6fWhat do you think of your village?cfeadbO habites-tu?Que penses-tu de ton village?Comment est ta ville?Quest-ce quil y a dans ta ville?Que penses-tu de ton quartier?Que fais-tu avec tes amis?Listening task identify/match the 6 questions they hear to English meanings listen again and try to write the questions

Read these in this order:Quest-ce quil y a dans ta ville?Que fais-tu avec tes amis?O habites-tu?Que penses-tu de ton quartier?Comment est ta ville?Que penses-tu de ton village?9Get the best grade you can in GCSE French speakingSession 4The importance of listening

For our final session, we are going to focus on the other important skill we identified this morning as having a role in our ability to speak, or converse. We have to understand what we are hearing. The skill of listening is therefore important in 50% of your GCSE grade. It is obviously vital for the listening exam (worth 20%) but also for the speaking (30%).

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