ABSTRACT
This chapter leads on from the previous ‘groundwork’ chapter on planning to focus more specifically on the classroom reality of teaching and learning.We suggest ways of presenting and practising language and how to engage pupils’ interest through the practical use of resources and stimulating activities.While we acknowledge that listening and speaking skills are naturally given priority in primary MFL, we argue for blending, that is integration, at the appropriate stage of reading and writing to support aural and oral development in MFL as well as to reinforce generic conceptual skills, especially as these relate to literacy development.
