Sunday, 29 January 2017

Saint Valentine's Day - links and resources

Loathe it or hate it, if you've left the house recently you will not have been able to escape the hearts, flowers and tacky cards reminding us that it's only 3 weeks until St Valentine's Day.

My students are obsessed with it and I'm sure yours are, too.

So, here is a list of links and resources for you to use to appease the hormonal little monsters:


  • For younger students there are some bricolages at
  • Lots of resources on the TES site (only the free ones)
  • Some great links form 1jour1actu here and here   
  • Valentine crossword and wordsearch puzzles from Andrew Starr at mflresources
  • Valentine's vocabulary and another wordsearch from brilliantbook
  • A scheme of work about Valentine's Day with resources in pdf format from Saskatchewan Teachers' Federation


Valentine's Day resources from TES

Ideas from Woodward Spanish

A bilingual page with history and facts about Valentine's Day

 Interactive games from Online Free Spanish

Links to resources about El Día de Amor from spanishmama


10 fun facts about Valentinstag in English

German Valentinstag free resources from TES

Links and resources from has a page on celebrating Valentinstag with children with ideas and links to activities

and what about this?

Sunday, 4 December 2016

Google translate - you get what you pay for.

As the term has worn on, my students have got more confident.

Sadly, this means that in order to try to impress me, they have fallen into the murky mire that is the online translator.

In particular, Google Translate.

So, how do I explain to a group of keen, well meaning 12 year olds that this is what Alfie Atkins would call a "nopey no"?

I can only take so much "Vivo en Puente de Shotley (I live in Shotley Bridge)" or "My  favourite actress is Angelina Pretty One (a translation from French to English)".


I've blogged before about Google Translate, saying how much I love it, but in the hands of an untrained amateur, it can be a very dangerous weapon.

Last week, I gave them "the lecture" but I tried to use an analogy they'll understand.

It went a lot like this:

Me: Who has a games console? A PS4 or an X-Box or something like that?

(Lots of hands go up.)

Me: And, who has ever downloaded a game for free from the app store or google play?

(Lots of hands go up.)

Me: And which are the best? The free, downloaded ones or the PS4 ones?

(Lots of shouting out of PS4, X-Box etc.)

Me: Why?

(Lots of hands go up.)

Students: They are more challenging and more fun... They don't have adverts all the time...You can play against other people online... The graphics and sound are better....

Me: Why are the games better? Why don't they have adverts?

(Silence. The sound of thinking)

Student: Because they cost a lot of money?

Me: Bingo! Give that child a coconut! (Coconuts are the main form of currency in north east England.)

Me: So why is Google Translate not good for our needs?

Students: Because it's free?

(I think they got it! In your faces, Janet Jackson and Luther Vandross!!!)

Me: Incidentally, a decent online translation service starts at around $800 a month...

Stunned silence.

Saturday, 26 November 2016

How the Snipping Tool makes better linguists

Quite an intriguing title for this one.

My school has an amazing VLE (Frog)

I mainly use the Assignment Manager feature to set homework.

It's great! You can issue a set and due date, it will send it directly to your students, you can up load any resources needed and parents can log in and see what their offspring are up to.

It's a fantastic way of setting listening homework, too.

It also saves a lot of paper and photocopying and therefore money!

Students can indicate when they have completed the task and can email their work directly to their teacher, so there are almost no "I left it on the bus" or "my dog ate it"s anymore.

One problem I've noticed though, is that if you have a text to translate, or a reading comprehension and you post a word document, there is nothing to stop the students copying and pasting this into an online translator.

So what I have started doing is using the Snipping Tool in Windows accessories to take screenshots of any texts I include in my students' assignments.

If you haven't used Snipping Tool before I recommend it. It's good fun and you can also use the Free Form feature to cut around things on your screen.

You can paste the images straight into a document and also save the snips as png, gif, jpeg or html files.

It won't stop everyone using google translate, there will always be one student, but it will make it an incredibly tedious task.

It'll be easier for them to just do the work!


Wednesday, 9 November 2016

Peer feedback - reading and writing

My last blogpost was about peer assessing speaking, today it's all about reading and writing.

Now, I really don't like marking so I came up with this idea to get students to do all of the work, leaving me with nothing, or at least, very little to mark.

I got my students to write a paragraph about their school.

Here is a couple of examples:

These aren't very good but that's the idea.

The task was that the students had to read and feedback on their partner's work.

They had to highlight all of the good things and write a comment on how the work could be improved.
e.g. include opinions, check spellings, check adjective agreement, don't miss out any verbs, etc..

Then, and this is the clever bit, they had to write the correct version of what they thought their partner wanted to say and, when finished, write why their version was better. 

I tried this with photocopies of students' work, too. Their marking of anonymous copies was really strict. 

They enjoyed it, too. 

Monday, 24 October 2016

Peer feedback - speaking

Peer feedback is something I've been doing a lot of recently.

It cuts down on teacher feedback and shows progress almost immediately.

So this is how it works:

  • Students prepare a paragraph in the TL based on certain success criteria. (In this case, they had to include: opinions, correct adjective agreement, different connectives, and intensifiers.)   

  • In groups (in my class groups of six) students listen to each other and, using the grid, keep a tally of how often the success criteria were used.

  • They then had to discuss and decide:
          Who was the best and why?
          What were the most common errors and how could they be rectified?
          What could they do to improve for next time?

  • They wrote up this information in green pen (self editing, peer editing and peer assessment are done in green at my school and teachers feedback in red.).

The whole exercise took about 10 minutes.

All of the students got to speak.

They were all listened to and given feedback from 5 of their peers.

They know what they have to do to improve.

Job done.

Saturday, 10 September 2016

European Day of Languages

Just a short post.

In 2009 I started a wiki people could join, share ideas and links specifically for European Day of Languages.

It still exists but now has a different address.

You can find it here:


Monday, 2 May 2016

Nothing to say...

I haven't been to any MFL events for a while.

The last time I went to an event was the ALL MFL Teachmeet in October 2015 in Newcastle.

I left all of the MFL Facebook groups for the same reason I stopped posting on the TES forum.

I was tired of the same old people complaining about the same old things, asking for people to send them resources for free, and bragging (I think that's the right word) about who has the worst classes, the biggest workload, etc..

My use of twitter has become much less MFL-based and more centred on my occasional comedy writing jaunts.

I rarely blog these days.

I didn't even go to #ililc6.

I have become disillusioned with the whole "MFL thing".

For 2 reasons:

Firstly, it would appear that I don't take criticism well.

I thought I did but it turns out I'm not very good at it.

I'm a one trick pony, apparently.

(I have at least 2 tricks BTW!)

Secondly, I have nothing to say.

Nothing new.

Nothing that anyone wants to hear, anyway.

So, what have I been doing ?


Getting on with stuff.

Managing my workload to maximise my free time.

Using some great resources:

Lightbulb Languages - especially the KS3 Spanish resources.

Languages Resources - especially the Maupassant resources for my KS5 groups. - regularly updated and  the best £25 any A level language teacher could spend.

I've also started to use more SOLO taxonomy in my teaching.

Pam Hook's SOLO hexagons and classtools hexagon generator are a great place to start and have been a great help.

So that's it.

I'm just happy doing my job.

Nobody makes me do it.

I do it because I love it.

It's not a competition.