This is a copy of the written work that I am discussing with Ed and Ben at Memrise.com

Students are encouraged to write only using their long-term memory.No advanced warning was given about the assessment.

This piece of written work was completed after having studied for the language for about

ten weeks.

This is the second piece of work written.

This piece of written work was completed after having studied for the language for about ten weeks.

This is a copy of the board that the students played on at Memrise.com

As you can see, the students have a very wide range of vocabulary. Especially, having only studied the language for eight months.

On the square 11 there is a small “c” This means students have to conjugate “to be” in French (Être)

On square 8 students have to give a sentence in the future tense.

On square 6 students (alt means alternative)have to give a synonym.

Dictation 1 Year 7

Students listen to a recording ( I use audioboo) and have to write down what they hear. Each sentence is played twice at near normal speed.

Some pupils are encouraged to give synonyms for certain words. This student managed to do it quite well. (courses/magasins). This is desgined for high achieving students

He could have given synonyms for words like “quelquefois” =“de temps en temps”“c’est dégoûtant” = “buerk!”

I spoke to him about this. However, I was pleased his own self target.

This Year 7 class is mixed ability. Half of the class can cope with this activity.

Dictation 2 Year 7 Same activity.

Students are listening out for words which are missing.

There are twenty words to listen out for.

Dictation 3 Year 7 Same activity

Students have access to the missingwords.

They have to decided on which tochoose from after having listened

to the recording.

Please note the student’s self targetis not to rely on the possible answers in the future.

Dictation 4 Same activity

As you can see, students have to listen out for fewer words.

There are ten words they are listening out for.

Dictation 5 same activity.

Students have to write down the ten missing words.

This time they have access to the possible answers.

To make the recording and TaskMagic gap fill takes less than fifteen minutes.

The great thing is that this activity can be very easily differentiated into six levels of demand.

Students correct each others’ work and set themselves targets.

This means less marking for me!!!!