Transition Year

  • #ILoveMFL Conference

    #ILoveMFL which took place on the 21st September 2019 at UCC, Cork, a collaborative event between PPLI and JCT.

    This link will take you to the powerpoint presentations, keynote videos, photos and other resources from the day. These will be uploaded to the site periodically as they become available.

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  • Sentence Creation using Authentic Texts

    This activity uses authentic texts to practise key vocabulary in them before dealing with the text as a whole.

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  • Ideas for working on role plays

    This is a strategy to prepare students doing role plays.

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  • Live Fluent (Website) – A community of language learners for language learners

    A fantastic website that deals with language learner from a learner’s perspective. Essentially a blogging platform, this website acts combines actual didactic material, with language learning experiences and reflection. This helps the user to understand the more informal grammar and vocabulary explanations as they are highly personalised to different learner contexts.

    Click here to access the website.

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  • Using song clips in the languages classroom

    Tahis resource from the PPLI provides ideas of how to use songs in the languages classroom. There are a number of quick and helpful tips that you can use to use songs to reinforce vocabulary, grammar, ideas and structures.

    To download this resource as a PDF, click here


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  • Linguee

    Linguee is online dictionary composed of parallel texts from many different sources including the European Union. This is a fantastic resource to use with your brightest students that want to use idiomatic language. simply type in the phrase you want to translate and Linguee will give you actual examples in context.

    Available in French, Spanish, Portuguese, German, Italian

    Access it here.

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  • WebQuests

    Advantages, structure and design of a webquest.

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  • Using Postcards and Photographs in the Languages Classroom

    Postcards and photographs can be included in the general ‘culture box’ relating to the target culture/s. They can be collected by students as well as by teachers in the school.

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  • Class Interview questions

    Do you want to encourage intercultural awareness either in English or the target language? Here are a list of questions that can be used for this purpose when doing oral work in the classroom. They can be used for any age or stage.

    Click here to download them.

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  • Class interview

    A class interview in the modern language class gives students a real life context in which to practise their language skills, capitalises on students’ natural curiosity about other people and other cultures, develops in students not only knowledge but the ability to think …

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  • Going for 90% Target Language in the Classroom

    This resource was produced in the United States to help teachers to stay using the Target Language. It provides some really helpful hints and helps you to reflect on how you use the target language.

    To download, click here.

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  • 7 Engaging MFL Activities That Make Your Classroom an Awesome Place to Be

    Remember the excitement you felt that morning when you had something special prepared for your class, an activity that you know they would just absolutely love? This log entry gives you 7 ideas of how you can do this in your languages classroom.

    Click here to see the blog.

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  • Active learning – Cambridge

    We use ‘active learning’ to describe a classroom approach which acknowledges that learners are active in the learning process by building knowledge and understanding in response to learning opportunities provided by their teacher.

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  • Dyslexia in Multilingual Contexts

    This is a presentation given by Dr. Deirdre Martin from the School of Education, University of Birmingham at the NALDIC Conference in 2011. Although it is a older resource, its content as an introduction to why dyslexic students should learn foreign languages is still useful.

    Click here to open.

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  • Language Learning and Students with Special Educational Needs

    This resource was produced by the Association of Language Learning in the UK. Over twenty years have elapsed since the British government introduced a National Curriculum for England and Wales requiring all 11-to-14-year-olds, including those with “learning difficulties”, to follow a modern foreign language course. This “entitlement”, as it became known, was due to be extended to all 14-to-16-year-old students at a later date.

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