In however, there is no magic solution.

In
addition, at primary schools, teachers think that assessment may destroy the
fun in the classroom. However, from the primary school, formative assessment
should be a progression in learning and should play a key role to establish the
quality and enduring MFL knowledge. Pedagogically, it is necessary to evaluate
and assess the students’ learning and abilities in MFL, as well as at primary
school in order to determine a liaison and transition with the secondary
school.

MFL
department teachers should pay close attention to students’ learning that
results from MFL classrooms and in the positive case, school extra-curricular
MFL activities. The process of assessing serves to understand the learning and
guarantee students’ improvement. Teachers should identify and create assessment
opportunities as a part of their teaching cycle.

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Formative
assessment can be long-cycle from four weeks to one year; medium cycle within
and between teaching units; short cycle- within a lesson, day by day. It helps
to make a regular check on progress and to adjust to the lesson as the
situation dictates.

1.1.MFL teaching language strategies:

Teaching
and learning strategies are various, and an effective language learner uses a
combination of strategies. However, under-achieving students’ problem in
language learning is the lack of strategies. Strategies are an essential tool
in helping students become independent learners. During my placement work, I have
noticed a range of problems, many of the students did not know how to use the
dictionary, or they were in the panic when they faced with reading text and
hurried up to take a dictionary without thinking and analyzing the text. Some
of them lacked the basic social skill to work in a group, or in pairs.
Consequently, students need to be taught skills and strategies to make a
positive impact on their performance. The MFL teacher and students need
effective time to practice these skills, instead of rushing from a topic to another.

Teaching
and learning strategies are related to motivation, there are some studies about
the motivation, however, there is no magic solution. Unfortunately, I have seen
the least willing students when they encounter a problem they abandon the task
and say ‘I can’t do it- I hate French, I
am no good at French’. In my opinion, it is a combination of low self-
esteem and a complete lack of understanding of the learning process. The MFL teacher
should focus on encouraging students to become familiar with learning
strategies in MFL. The teacher should convince less willing students that the
difficulties and the lack of motivation they have experienced due to lack of
learning strategies, rather than lack of their ability. In order to do so, the
teacher designs learning objectives, which indicate a variety of essential ways
in learning MFL. Learning objectives communicate to the class what they are
going to do, providing a link between the current lesson and prior knowledge,
as well as, they serve to differentiate for different ability levels so as to
involve all the students in the MFL classroom activities.

In
addition, at primary schools, teachers think that assessment may destroy the
fun in the classroom. However, from the primary school, formative assessment
should be a progression in learning and should play a key role to establish the
quality and enduring MFL knowledge. Pedagogically, it is necessary to evaluate
and assess the students’ learning and abilities in MFL, as well as at primary
school in order to determine a liaison and transition with the secondary
school.

MFL
department teachers should pay close attention to students’ learning that
results from MFL classrooms and in the positive case, school extra-curricular
MFL activities. The process of assessing serves to understand the learning and
guarantee students’ improvement. Teachers should identify and create assessment
opportunities as a part of their teaching cycle.

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

Formative
assessment can be long-cycle from four weeks to one year; medium cycle within
and between teaching units; short cycle- within a lesson, day by day. It helps
to make a regular check on progress and to adjust to the lesson as the
situation dictates.

1.1.MFL teaching language strategies:

Teaching
and learning strategies are various, and an effective language learner uses a
combination of strategies. However, under-achieving students’ problem in
language learning is the lack of strategies. Strategies are an essential tool
in helping students become independent learners. During my placement work, I have
noticed a range of problems, many of the students did not know how to use the
dictionary, or they were in the panic when they faced with reading text and
hurried up to take a dictionary without thinking and analyzing the text. Some
of them lacked the basic social skill to work in a group, or in pairs.
Consequently, students need to be taught skills and strategies to make a
positive impact on their performance. The MFL teacher and students need
effective time to practice these skills, instead of rushing from a topic to another.

Teaching
and learning strategies are related to motivation, there are some studies about
the motivation, however, there is no magic solution. Unfortunately, I have seen
the least willing students when they encounter a problem they abandon the task
and say ‘I can’t do it- I hate French, I
am no good at French’. In my opinion, it is a combination of low self-
esteem and a complete lack of understanding of the learning process. The MFL teacher
should focus on encouraging students to become familiar with learning
strategies in MFL. The teacher should convince less willing students that the
difficulties and the lack of motivation they have experienced due to lack of
learning strategies, rather than lack of their ability. In order to do so, the
teacher designs learning objectives, which indicate a variety of essential ways
in learning MFL. Learning objectives communicate to the class what they are
going to do, providing a link between the current lesson and prior knowledge,
as well as, they serve to differentiate for different ability levels so as to
involve all the students in the MFL classroom activities.

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