Describe It! Speaking drill game for fun practice prompts

I’m always looking new ways to make speaking practice fun. It was BBC’s Just A Minute that inspired me to put this basic drill activity together. From a bank of many random concepts – TV shows, celebrities, countries, landmarks – the program draws one each turn. You then have sixty seconds to describe and discuss it without pausing.

Describe It! Speaking dill game

Describe It! Speaking dill game

It’s perfect for adding into your pre-lesson warm-up routine. And you can tailor it to your own level and needs – simply make your descriptions / spontaneous monologues as simple or complex as you can handle. Try answering these questions about the topics that pop up if you’re stuck for words:

  • What is it?
  • What do you think about it? Do you like it?
  • Who does it involve?
  • What else is it connected to? And is it controversial in any way?

Click here to open the prompt applet in a new window. As an HTML5 widget, it should run across all sorts of platforms.

Help it grow!

I put this together originally for my own use, so some of the concepts might seem a bit UK-centric. However, if you have some good ideas for items to add to the data bank, please share them in the comments or tweet me! I’ll add good ones to the activity on an ongoing basis. I hope others find it useful (and appreciate the silly humour that drives it! 😄).

Eurovision 2017 Logo

Add some Eurovision sparkle to your language learning!

The Eurovision Song Contest may be over for 2017 (congratulations, first-time winner Portugal!), but it can still be a sparkling, magical resource for teaching and learning modern foreign languages.

Eurovision and languages have gone hand-in-hand for me since my early days of crazy fandom. Aged 15, I became intrigued by this exotic musical competition full of unusual-sounding tongues. It fuelled my nascent passion for languages, and it’s a dual obsession that continues to this day. Eurovision is why I can say ‘love’ in 20+ languages. It’s why I know all the country names so well in French. And even with the explosion of English-language songs since 1999, it can be a wonderful learning resource for ‘normal’ folk, too! 

Here, I’ve collected a few ideas for getting started with Eurovision as a language-learning resource. Admittedly, the links here will be old-hat to dyed-in-the-wool fans like me. But if you’re just a marginally less insane lover / learner / teacher of languages, you might find something useful in here for your own learning.

Eurovision can be fun, serious, silly, touching – but most of all, memorable. And it’s that memorability that gives the material salience and staying power when you’re learning a language!

Videos and lyrics

As talking points for a lesson, Eurovision clips are perfect. They’re short – the three-minute rule makes sure of that – and they are wonderful time capsules of fashion, too, giving you loads of material for discussion. Do you like the stage / set? What do you think of the clothes? Would that song be a hit today? You can go on and on.

The official YouTube channel of the Eurovision Song Contest is the first stop for video clips of songs from past contests. If you can’t find the exact entries you want there, a quick search on YouTube along the lines of “Eurovision YEAR COUNTRY” (like “Eurovision 2017 France”) will always throw up some good results.

Waxing lyrical

For a bit of text support, there is a fantastic lyrics site with every Eurovision entry to date on it: The Diggiloo Thrush (you may have to stop tittering at the name before you look it up).

I’ve used Eurovision lyrics to mine for fresh vocab. For instance, I’ll take a song I like in a language I’m learning, look up the text, and note any new words in my vocab bank (I use Anki currently for this). If I really love a song, I’ll also try to learn it, so I can sing it in the privacy of my own shower. T.M.I., I know, but whatever it takes to learn!

Eurovision gapfills

If you’re teaching others, you can use lyrics to make interactive activities for your students, too. Copy and paste your chosen song text into a document / Textivate game or similar, removing some of the words to make a gapfill. Play the song to the students and get them to fill in the gaps as they hear them. It’s a brilliant way to focus the ears on the sounds of the target language.

There are lots of ways to approach this with different objectives. For instance, you could remove all the non-content words, like ‘and’, ‘but’, ‘then’ and so on. That hones the attention on all those little connective words that we need to make our language flow. Alternatively, take out the content words (you’ll find ‘love’ quite a lot in Eurovision songs!) to practise concrete, topical vocab.

Language awareness

A game I liked to play with my own language classes, back in the day, was ‘guess the language’. I’d prepare clips of Eurovision songs in a range of languages including the one(s) the class was learning. Of course, you can throw in some sneaky difficult ones. Dutch is great, if they’re learning German, or Italian if they’re learning Spanish, to throw them off the scent.

It’s an engaging and competitive way to get students thinking about how languages are related to one another, and where the language they’re learning fits in to the bigger picture. It’s ‘meta-knowledge’ in the sense that it’s about what they’re learning more generally – language – than knowledge of the language itself. But it’s an excellent way to show the target language within its global context.

Eurovision: national reactions

National press can go crazy over Eurovision, generating a raft of headlines and articles for consumption. Right after a contest, you can easily find web articles from countries that did either well or badly, by simply going to the homepage of the national broadcaster. This article from Norwegian broadcaster NRK, for example, describes the high mood of the team after scoring a top ten placing in Kyiv this year.

Why are these articles useful? Well, they’re usually quite simple to read. They’re about a well-known, universal field – music and entertainment – so they won’t contain too many complex notions like other news articles might. Also, they’re full of those vocab items like dates, numbers and such like, which are simple, but a pain to learn. Excellent practice!

Where to find broadcaster links? Well, Wikipedia provides a very handy list of EBU member stations at this link. Also handy for looking up programming in your target language, even when Eurovision isn’t on!

Eurovision is a marvellous, fun, colourful, diverse and happy medium for language learning. What’s more, all of the material is freely available online for you to get creative with. With over 60 years of history, there’s a treasure of resources to play with, so get out there and bring some Eurovision magic into your language learning!

dictionary

Getting lost in languages: finding your flow

How often do we hear others dismiss language learning as “too hard” to bother?

In my own long and varied experience with MFL, it’s a charge I’ve heard frequently levelled at languages, as much from frustrated students as from family and friends. “I’d love to learn a language, but I’m just no good at it” is such a common defence; “I’ve got a terrible memory for languages” is another.

But what if expending too much effort is part of the problem? This isn’t to say that there’s some magic, easy method to acquire a working knowledge of a language in a short amount of time. No subliminal headphones-while-you-sleep shortcuts, I’m afraid.

Rather, we should be challenging the over-serious, head-breaking, traditional model of language learning; that slightly authoritarian, sit-down-and-learn-your-grammar reputation that MFL has (rightly or wrongly) earnt over the decades.

Recently I’ve been working on interactive resources in Maori and Latvian, two languages I know next to nothing about. A lot of the groundwork for this involved pretty repetitive copy-pasting to create resource files for apps. However, despite the fairly automatic nature of the task, I found myself noticing and picking up language patterns almost subconsciously  during the process. After more than 100 Latvian verb conjugations, for example, you start to recognise present tense endings like -u/-i/-a/-m/-t/-a and other groups more or less instinctively.

In the zone

Not only that, but turning into a bit of a copy-paste automaton for an hour or so was an easy – even relaxing – experience. Talking about it with a  colleague, I likened it to ‘taking a stroll’ through the language. I’d entered that mindful state of ‘being in the zone’, or flow, as described by positive psychologists like Csíkszentmihályi. I had, in effect, created the perfect mind conditions to enjoy and absorb working within the foreign language, almost without any conscious effort.

I do this kind of task very often in my line of work, unsurprisingly, it’s led me to a head chock full of vocab and grammar snippets that I never really intended to learn, but somehow, fortuitously, did anyway. It leads me to re-evaluate the kinds of learning task that we often dismiss in MFL, those that seem to have little worth on the surface, like word searches and simple matching activities. I’ve often a guilty ‘word search snob’ myself, but it’s likely worth rethinking their poor reputation amongst MFL educators in this light. Food for thought when considering whether to include such ‘low-level’ tasks in your language learning regime or resources!

If they’re engaging enough to spark a little of that flow, contain a fair amount of language patterns and paradigms with clear meaning,  then maybe, just maybe, ‘grunt’ language learning tasks have a valuable place in learning.