The Power of “I Do, We Do, You Do”
By Beenish Amin
Using “I Do, We Do, You Do” can be a game-changer for teachers looking for ways to strengthen the quality of writing in their subject.
Over the past two decades, the teaching of modern foreign languages (MFL) in UK schools has faced a steady decline. Despite the increasing importance of language skills in our globalised world, student enrolment in language subjects has fallen significantly. In 2003, there were 550,000 language entries in UK exams, but by 2023, this figure had dropped to 370,000. This trend suggests that language learning is still not prioritised by students. However, there are strategies that can reignite interest in language learning and improve student engagement and outcomes too.
One of the most effective strategies we use at Star Academies is the “I Do, We Do, You Do” model, part of our broader “Teach Like a Star” approach. This structured teaching method gradually shifts responsibility from the teacher to the student, ensuring that new language is introduced, practised, and mastered. Here, I will explore how this model, combined with other classroom techniques like “cultural immersion days and show me” boards, has proven successful in reversing language learning decline in our school and building student confidence.
‘I do’ phase: Introducing language through expert modelling
The ‘I Do’ phase is the foundation of the lesson. It begins with the teacher introducing the new
language, often through an open-ended question that matches the GCSE general conversation
format. For example, if focusing on hobbies and interests, the teacher might ask ’¿Qué te gusta
hacer en tu tiempo libre y por qué?’ (What do you like to do in your free time and why?) or in Urdu آپ اپنے فارغوقت میں کیا کرنا پسند کرتے ہیں اور کیوں؟. This is a common question in the GCSE oral exam, making it relevant and accessible to all students.
As the expert, the teacher then models a high-quality answer to the question, ensuring that the sentence builder incorporates essential vocabulary and grammar. A model response could be:
‘Me gusta leer libros porque me relaja y aprendo cosas nuevas’(I like reading books because it
relaxes me, and I learn new things) or مجھے کتابیں پڑھنا پسند ہے کیونکہ اس سے مجھے آرام ملتا ہے ، اور میں نئی
چیزیں سیکھتا ہوں۔
The teacher introduces this sentence vocally, ensuring that students listen carefully. This step is
crucial because it provides students with a clear, correct example of how to structure their own
responses.
To ensure full comprehension, the sentence builder is displayed visually, perhaps on the board or a
PowerPoint slide, with key words or grammatical structures highlighted. This visual aid helps
students focus on the essential parts of the sentence and starts building their familiarity with the
language.
The Power of choral repetition: making language stick
Once the sentence has been introduced, the focus shifts to choral repetition, an essential step in embedding the new language. During this phase, the teacher employs a range of strategies to ensure correct pronunciation and retention of the vocabulary. These strategies are designed to make the language stick in students’ working memory, and they include:
- Varying the pitch of the voice: To draw attention to important words, the teacher can use a high-pitched or low voice.
- Slowing down difficult words: For challenging words, the teacher can break the word into syllables. This ensures that students grasp the correct pronunciation and understand the structure.
- Adding beat and rhythm: Introducing rhythm into the sentence repetition helps embed the language. For example, clapping a steady beat while saying the words helps students internalise the rhythm and flow of the sentence.
- Clapping to draw attention to grammar or phonics: Clapping out syllables or stressing key parts of the sentence draws attention to linguistic features and helps prevent common mistakes.
Maintaining high energy during this phase is essential to keeping students engaged. Changing vocal tones, incorporating physical movement, and using humour are all great ways to keep students’ active participation in the lesson. The variety of strategies used during choral repetition also caters to different learning styles, ensuring that all students benefit from the exercise.
‘We do’ phase: Memory and misconception games: embedding language
Once students have practised the sentence vocally and have some familiarity with it, the lesson moves to a more interactive phase. This is where memory and misconception games come into play. These activities help students reinforce what they have learnt while identifying and addressing any lingering misunderstandings.
Games like “spot the error” (where students correct sentences with intentional mistakes) or “back-to-back translation” (where students translate sentences between English and the target language) ensure that students are actively processing the language. These activities not only improve memory retention but also make the lesson dynamic and engaging.
Mini whiteboards are an excellent tool during this phase. Each student writes their answer to a question or task on the board, allowing the teacher to quickly assess understanding and address any misconceptions. Students write their modified sentences on the whiteboards and hold them up for immediate feedback.
‘You Do’ phase: Independent production of language
The final phase is the “You Do” stage, where students take full ownership of the language and produce it either through speaking or writing. This phase is crucial for reinforcing the language in long-term memory and helping students build their confidence in using it independently.
Students are encouraged to answer the open-ended question from memory, using the sentence builder only if they need extra support. The goal is to push students to rely less on visual aids and more on their internalised knowledge. For example, students might be asked to write a paragraph about their hobbies or engage in a pair discussion.
For those with SEND or lower confidence, the sentence builder can still be used as a scaffold, but the aim is for students to work from memory. This phase can also include translation exercises, where students translate sentences or paragraphs into the target language. If it’s a written translation activity, it should be recorded in their MFL passport, with idioms and WOW phrases highlighted for future use in extended writing.
A structured path to language mastery
The “I Do, We Do, You Do” model offers a structured and effective approach to language learning, particularly in an environment where engagement is key to overcoming declining numbers. By starting with teacher-led instruction, progressing through guided practice, and ending with independent application, students build the confidence and skills needed to succeed in language learning.
Incorporating dynamic repetition techniques, memory games, and interactive tools like mini whiteboards ensures that language learning remains engaging and accessible in the classroom, but there are a range of other approaches that we use to capture that love of languages. Earlier this year we attended Pearson’s Celebration of Languages event where our students got to hear from those who use languages in different careers, and every year we create our own cultural immersion days and focus on real-life language application. By combining all this, we create a well-rounded and successful learning experience.
With the right strategies in place, we can reignite students’ interest in language learning, helping them master new languages and prepare for a future where multilingualism is an invaluable skill.
Beenish Amin is MFL Subject Lead at Eden Boys’ Leadership Academy in Manchester.
For free downloadable resources on languages in life, and for further information on Pearson’s More than words campaign and their new language GCSEs, please visit: go.pearson.com/MFLGCSE24
