Next year this school starts teaching one language properly, week by week. Not five languages at once, and not just noticing.
Here are three things you might be able to do by this time next year:
- Order a hot chocolate in a café without reading a card
- Greet a visitor in the language
- Catch a bit of a cartoon or clip and know which language it is
Which of those sounds exciting? Keep that thought. Later you will write your own target, after you have listened and looked at the map.
By the end of this lesson, you will be able to:
- Notice how much your listening has grown
- Choose one clear language target for next year
- Say exactly how you would know you had reached it
Before you set a target for next year, measure what your ear can already do. You will hear three clips. They are harder than the ones you met early on.
Listen, choose the language, then show with your thumb: easy now, okay, or still hard.
The map of Europe goes up on the board. Your teacher opens one country at a time, and each time a country opens, say the language you see out loud. There is nothing on your own screen to move or type; a few of you may be called up to open a country for the class.
Think quietly while you watch: which of these would you most like to start next year, and where could it take you?
Open your copy. Write one target for next year and, beside it, how you would know you had reached it.
Use these frames if they help:
- Next year I want to ___ in ___.
- I will know I can when ___.
Or pick one of these cards and make it yours:
- Greet someone in the language. Check: I do it once without help.
- Spot the language in a cartoon or football clip. Check: I name it correctly three times in a row.
- Order a hot chocolate in a café without reading a card. Check: I manage it once without help.
- Write five market or food words from memory. Check: I cover the list and still get all five.
A target of "I will be better" does not count. Make it something you could prove without a test paper.
Discussion time
Some languages live in families, on holidays, in cartoons or songs, and school may never teach them. That does not make them less real.
- Share the target you wrote. What is the check that proves you reached it?
- Name one language you hear outside school that we never practised here. What would getting better at it look like?
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