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I want to tell you this afternoon about the biggest challenge that I've had as a comprehensive

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school teacher, and that's training fourth-year students to take IGCSE tests.

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Now what the heck is IGCSE, right?

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Well, IGCSE stands for International General Certificate for Secondary Education, and these

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international exams are taken through Cambridge University, and they are the international

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equivalent to the UK GCSEs, right?

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That is to say, El Graduado Escolar in Spain, okay, right?

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And well, as Judith has said, I work at Villavallecas, which is one of the ten pioneer comprehensive

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schools, which followed a Ministry of Education on British Council model, so we are bilingual

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before being bilingual, right, okay.

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And two years ago, in our case two years ago, when the first form of students got to fourth-year,

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the Ministry of Education on the British Council had a meeting with us and told us, your students

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should take these exams, okay.

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There are two options in English.

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English as a second language, and English as a first language.

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At first, we didn't have many doubts about it.

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It was like, okay, they are literacy students, they are familiar with the literacy approach,

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so they are going to do better at first language English tests, okay.

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But then there was some debate, because some of my colleagues went like, okay, yes, but

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you know, the Spanish labour market has not heard of IGCSEs, you know.

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They are aware of the first certificates.

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They are aware of the advanced certificate.

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They know about the proficiency certificate.

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They also know about other tests like TOIC, the Test of English for International Commerce,

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okay, but they don't know about IGCSEs.

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Unfortunately, that's true, but on the other hand, we felt that, you know, if they passed

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their IGCSEs, our students, you know, then it would be like, okay, they've had a bilingual

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education and this clearly proves it, because they've got the two graduados, the Spanish

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one and the British one, okay.

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So that was the reason why we finally went for it, and it compensated us.

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It's been a lot of hard work, but it's also very rewarding, because of the intellectual

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salary, both for teachers and students, and if I can start using the PowerPoint presentation,

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then it will be better, but unfortunately, something's gone wrong, okay.

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Oh, there we are, my man.

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All right, good.

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That's it, all right, okay.

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So as I said, that's what IGCSE means, International General Certificate of Secondary Education.

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It's aimed at students aged 14 to 16.

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It's recognised by universities and institutes of higher education around the world, and

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well, as I said, it's the equivalent in standard to the UK GCSE examinations, okay.

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Besides, if they get good grades, you know, well, that's taken into account when it comes

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to access to universities and colleges around the world.

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Okay, I've already explained this, so, well, I've already told you why it was a bit of

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a difficult choice at first for us.

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We had those doubts about English as a first language and English as a second language.

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Then I'm telling you, it's a challenge for both teachers and students.

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Why?

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Because the level is really high, okay.

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I'll show you some examples, and you'll soon understand, okay, right, right.

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Let me show you this exercise about descriptive verb usage, okay, and you'll see what I mean,

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especially temp teachers.

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Are there any temp teachers here?

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Those who are going to take your posiciones in a few days' time?

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No?

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All right.

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Oh, yeah, good.

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Brave girl.

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Okay, right.

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Well, yeah.

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Interinos, yeah, temporary.

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So, well, oh, dear.

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Oh, dear.

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Well, it was an exercise about descriptive verb usage, so that's one of the main things

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that they have to do in fourth year.

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They have to make the transition from general vocabulary to more specific vocabulary, okay.

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So, instead of saying things like, she came into the room, no, they have to, like, okay,

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she breathed into the room, or maybe she padded into the room because, you know, she was,

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she had her slippers on, okay, right, or maybe she sashayed into the room, as the Americans

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would say, you know, right.

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So, they have to make this transition, okay, and they also have to make the transition

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from general comprehension to subtle comprehension, okay.

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Let me tell you what I mean by subtle comprehension, okay, right.

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I'm going to give you a silly little example by Ray Davis, Britain's great lost poet laureate.

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He really should be made poet laureate, okay.

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It's from a silly old song from 1966, but I love it, because with just two verses, Ray

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Davis is telling a complete tale, okay.

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This is a song about two sisters, and one of them is very jealous of the other, and

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it went like, sorry if my rendition is bad, it's like, Sibylla looked into her mirror,

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Priscilla looked into the washing machine.

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Okay, so, in an English as a second language, the question would be, profe, washing machine

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means lavadora, right, but in a literacy session, the question is, okay, so, what information

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is Ray Davis giving us by using the mirror and the washing machine, and at first, it's

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quite hard for them, but after a little time, you know, it dawns on them, okay, Sibylla

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looks at herself in the mirror, because maybe she's getting dressed for a party, and she's

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putting make-up on her face, okay, right, so, the mirror is like, okay, her spare time

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is for herself, but Priscilla sees her reflection in the washing machine, her spare time does

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not belong to her anymore, it belongs to the family, it belongs to her family, okay,

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and that's like, okay, great, see, and just two verses, with two verses, Ray Davis has

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given us an awful lot of information, so, that is really one of the main targets in

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Fall of the Year, making this transition from what is evident to what is not so evident.

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Oh, it's back, okay, well, just to give you an idea, you see, we used to do this kind

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of exercises when we were getting trained for our opposiciones, you know, it's like,

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okay, we were told, okay, try to tell me as many verbs as you can remember for kissing,

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or for smiling, or for laughing, or for eating, okay, and it was like, oh, God, oh, there's

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munch, okay, okay, and you feel peckish, you nibble, and, you know, so, believe me, when

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I tell you that the level that our students are expected to come up with is very, very

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close to the one our secondary education teacher must have. The main differences between

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our opposiciones and the IGCSE tests is that the questions are aimed at teenagers, of course,

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whereas the questions in an opposiciones are aimed at adults, but that's more or less just

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about it, because the passages they get, they use descriptive vocabulary, descriptive verbs,

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advanced words, okay, right, and the questions aim at subtle comprehension, okay, right,

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let's see if I can use a presentation, okay, right, with a little luck, okay, yeah, where's

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the mouse, yeah, good, now, let us take a look at some of the reading skills they need to master,

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okay, right, and they have to learn how to read for meaning, okay, right, this is one of my

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favourite exercises that I do with them when I take them to the computer lab, okay, let's see if

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I can, good, yeah, here it is, well, no, it's not working, oh, God, what isn't working, aha, well, here it is,

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the link won't work, yeah, but we've got internet, aha, yeah, well, anyway, now, this is another,

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this is another, well, it's not really working, it's a shame, you know, actually, that's for

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writing, not for reading, and I wanted to tell you about reading strategies, but obviously there's

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something wrong with my presentation, I don't know, well, anyway, we always tell them about

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minding the gap on making a list, when they have to work with non-fiction texts, they have to mind

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the gap, that is, think of the genre, think of the audience, and think of the purpose, okay, right, like,

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if you're working with an article, who is it directing, and the purpose, what does it want you to do,

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okay, and then make a list, that's, think of the language, think of the information, think of the

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style, and think of the term, okay, right, so, if you have to answer questions in an ITCSE test about a

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newspaper article, you have to remember these two rules of thumb, I mean, these two rules of thumb,

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okay, right, then, when it comes to fiction, we always tell them, okay, think of the three R's, okay,

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reading, rare reading, and reflecting on a story, okay, you read for general comprehension, but then

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you reread for subtle comprehension, okay, right, and finally, you have to reflect on the story as

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well, okay, and then, we also tell them about layers of meaning, okay, so, when they have to

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analyze a passage, if they have to, if I find a lot of words with lots of different connotations, I always

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tell them, peel the onion, okay, because some of those words are very rich in connotations, and

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they might say something totally different, okay, there might be irony there, it might be, you know,

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maybe the writer is trying to express hatred or fear, okay, right, but sometimes, if it is a poem,

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then maybe the underlying meaning is very unified, you know, and coherent, so then, I tell them to use

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the iceberg approach, okay, right, okay, the literal meaning is apparently obvious, but it won't get you

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any grades, you have to think of the biggest part of the iceberg, which is below the surface, okay,

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right, and those are basically the techniques that they have to master when it comes to reading

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exercises, so, you see, it's not ordinary reading comprehension, it's going one step beyond that,

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okay, right, now, I'll try to move on to writing, okay, well, when it comes to writing, we always give them

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some advice on fiction and non-fiction, of course, when it comes to fiction, I love Lenny Henry's

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Four Steps to Storywriting, anyone knows good old Lenny Henry, the BBC comic actor, okay, well,

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the first stage for Lenny Henry is doing exactly this, folding a sheet, okay, and folding it again,

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and now, we've got four boxes, one for the protagonist, one for the setting, one for the villain, or maybe the

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problem that the protagonist has, and then, a fourth one we keep for a random element that might make

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our story a bit more realistic, that's the first stage, the second stage to story writing is just

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when you think of the beginning, the middle, and the end of your story, and you shuffle and reshuffle

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ideas around, because maybe you might want to start your story in a different way than you originally thought,

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okay, right, and then, the third stage, that's when you, let me tell you, that's when you write your

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first draft, now, this is something that they never get used to, you know, we keep telling our students

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write a draft, and then redraft, and then redraft, and check your work, that's the best way to avoid

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rubbish mistakes, and at the same time, you make your stories better, okay, so, and finally, once

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they've written the first draft, that's the time to edit and tweak your story, maybe you can twist

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the end a little, to make it more interesting, okay, you want to add some final impact, okay, so those are

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some of the techniques that we teach our students when it comes to writing stories, okay, and they

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have to write stories, you know, in these tests, like, they have what they call guided writing

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exercises, sometimes it's a composition, sometimes it's an article, but sometimes it's, okay, here,

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we're giving you a passage from a story, you have to continue the story for a little while,

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okay, right, then, another thing is, this is, this is great, you know, if only it worked, of course,

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I wish it worked, this is the Story Starter Truth Machine, and I really recommend this website,

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okay, that's if inspiration refuses to strike, okay, now, it's a real truth machine, and it,

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you know, it's got the genre about that, so, you've got several buttons, like, one is horror,

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science, romance, okay, real life, and then, you make different combinations, and when you

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finally get the combination that you like, you press the home button, and you get the beginning

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of a story, like, okay, your protagonist is going to be, you know, a man from the future, whatever,

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okay, right, and then, the setting, okay, I don't know, Germany after the Second World War, whatever,

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okay, right, and you get ideas to start writing a little story, okay, right, as for non-fiction,

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we always revisit the hamburger model, okay,

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well, we can't say it, it got stuck here in this slide, so,

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okay, you must have heard of the hamburger model, how many of you have heard of the hamburger model,

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okay, well, but, yeah, you have, okay, right, well, this is good for both helping them with

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their exams, and their writing skills, but also their speaking skills, because it can be applied

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to presentations, and it really is important, because that's a nice way to practice the

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connectors, one of the main problems that we have with students is that they tend to write in very

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large chunks, you know, there are no periods, as they say in America, no full stops, no columns,

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no semicolons, just a massive paragraph, and it's comma, comma, comma, comma, comma, comma, comma,

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which makes it awfully hard to understand, and of course, you know, Cambridge examiners

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probably go crazy after reading a couple of those, you know,

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yeah, yeah, yeah, you see, so, it's like, no, you have to learn how to be organized, and you have to

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learn how to be articulate, how can you be articulate? Well, use connectors, and one way of

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making them use connectors is asking them to do presentations in the classroom, okay, orally,

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so, last year, we had a series of absolutely stupid presentations, and we had a laugh,

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real, you know, like, okay, how to make a peanut cream sandwich, okay, or why should you, why,

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reasons of why you should never take your umbrella into the classroom, that was a hilarious one, and

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firstly, someone could try and hurl their gratitude, all right, so it was pretty stupid, but

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the thing is that they used firstly, secondly, and, you know, consequently, subsequently, so they started

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using those connectors, and they started talking in an articulate way, so we got away with it,

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right, okay, that's it, so that's what I said, okay, the hamburger, oh, there it is, the hamburger model,

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and now, the one that was here is there, you have to use this, I'm going slightly crazy,

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anyway, with pros and cons compositions, you see, it resembles a hamburger, that's why we call it

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the hamburger model, you know, you have the same rule of thumb that we have with presentations,

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tell your audience what you're going to say, then say it, then tell them what you've said,

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well, the same can be applied to these pros and cons compositions, and also to some other

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kinds of conversations, you have your introduction, and you state your thesis, then you start giving

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details, then some data or evidence, like the lettuce and tomatoes, right, okay, and finally,

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you always keep the winning argument for the final part, okay, that's the meat, okay, right, of the

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hamburger, it confirms your thesis and beats the counter-arguments, okay, and the last piece of

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the bomb, you know, it's your conclusion, where you sort of tell your students what you've said,

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okay, right, so we really worked hard on this, and at first, you know, it seemed so pretty useless,

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because they kept writing in large chunks, and they didn't write any first drafts at all,

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but little by little, they finally, you know, learned the technique, all right,

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what time is there left? You have no time at all, right, you have to use the arrows, yeah,

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oh, good, then one of my favorite lessons with them is also about persuading, and

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the lesson about power words, okay, about god words and devil words,

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maybe not many of you have heard of this, but if you have studied either politics or maybe

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marketing, publicity, then you would be familiar with it, because, well,

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you see what I mean, you know, we call god words, those words, we tend to attract instant approval,

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and devil words, those generate instant reforms, okay, and my original aim was to use a little

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excerpt from a video, you know, from the BBC comedy, Yes, Prime Minister, okay,

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and it's a passage, it's a very interesting passage, okay, Sir Humphrey Appleby, the cabinet

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secretary, is talking to Bernard Woolley, the personal assistant to the prime minister,

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the prime minister wants to reintroduce conscription, and Sir Humphrey definitely

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is opposed to the idea, so he keeps telling Bernard, okay, come on, let's order a survey

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that makes it clear that the nation is against reintroducing conscription,

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and Bernard goes like, how can we do that? All right, have you ever been surveyed? Okay,

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let me tell you how it goes, okay, you've got just about a minute, yeah, are you worried about

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the rise in the crime rate? Yes, do you think there's a lack of discipline and authority

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in our comprehensive schools? Yes, are you worried about unemployment? Yes, do you think

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people like a challenge? Yes, would you be in favor of reintroducing conscription?

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I suppose so, well, after all you've said, you can only say yes, okay, forget about the

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first four questions, we'll only publish the last one, okay, okay, and alternatively,

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the lady that's asking the questions can get the opposite result, okay,

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are you worried about the

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armament race? Yeah, do you like war? No, do you think it's negative to force people to take arms

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against their will? No, would you be in favor of reintroducing conscription? No, okay, so those are

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God words and devil words, okay, and they can be used to persuade or even manipulate,

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but that's a different question, and that's more or less it, so you see it's a very, very high step,

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sorry to interrupt, but we've run out of time, but feel free to ask any questions.