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Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
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Are we nearly there yet?
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Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
Are we nearly there yet?
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Are we nearly there yet?

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  • Ice breaker 1
  • The structures are there to help us to have continuity. Conscious attempt to bring the different key stages together
  • … and in relation to the revised curriculum
  • Knowledge about language objectives
  • Expansive notes: 1. Produce a recipe book for the TL country: research and practical: can do each others recipes to see if they work. Imperatives, quantities, food & drink 2. The last supper: which 5 people – dead or alive would you invite for dinner and why? Good discussion work, opinion, justification, argument 5 Men in a balloon: who do you throw and why? - Good discussion work, opinion, justification, argument 6. Historical and/controversial events or debate - Good discussion work, opinion, justification, argument – cultural understanding/citizenship 7. Fantasy football – always interests someone! 8. A day in the life of a famous person –daily routine, reporting, descriptive writing 9. My dream holiday: Give budget, book tickets, book accommodation etc 10. Murder mystery story – prepositions, perfect tense, 1-3 rd person, personal description 11. Board game design/Computer game design – cross-curr opps
  • Wordle of Ja, der Fußball ist rund wie die Welt - What words can they recognise/work out. Find the nouns/verbs etc
  • Listening activity based on song – cards to be put in sequence – can they predict the order – can they spot the refrains?
  • Correct order!
  • Gap fill of the same song – prior to listening – can they use their knowledge of grammar to work out what kind of word needs to go in the gap
  • http://www.youtube.com/watch?v=0B2J3-ne_TA
  • Collective memory exercise to introduce some vocabulary to describe flags
  • Text from wikipedia.fr
  • http://fr.wikipedia.org/wiki/Drapeau_de_l'Afrique_du_Sud
  • Using authentic materials to build up vocabulary
  • Some members of the French national team - can be used for listening/speaking exercise. Model using examples above, then pair/group work.
  • Looking at members of the French national team who were either born outside of France or whose background is from, for example, French speaking Africa offers the opportunity to explore “La Francophonie” in more depth – eg compare multicultural France with multicultural Britain/ looking at a country like Sénégal etc
  • Card exercise to build questions/sentences
  • Challenge pupils to write a long sentence!
  • Transcript

    • 1. Are we nearly there yet….? Using the renewed MFL framework with the Programme of Study to secure progression through KS3 and beyond http://lizfotheringham.wordpress.com Tower Hamlets SLN 01.07.10
    • 2.
      • update on KS3 framework
      • creative approaches to the PoS – some
      • practical ideas and examples
      • Planning and adapting schemes of work
    • 3. Creativity Knowledge about Language Gender and number Verbs and tenses Sentence structure Questions and negatives Words Letters and sounds Intercultural understanding Language learning strategies memorising Evaluating and improving Identifying patterns Working out meaning
    • 4. What is the framework?
      • Online planning tool (also available as PDF)
      • Yearly objectives
      • Exemplification materials
      • Guidance
      • CPD support materials
    • 5. Key stage 2 Framework Renewed key stage 3 Framework Oracy Listening and speaking Literacy Reading and writing Intercultural understanding Intercultural understandin g Knowledge about language Knowledge about language s Language learning strategies Language learning strategies
    • 6. KEY CONCEPTS KEY PROCESSES Renewed KS3 Framework Key stage 3 Programme of Study Listening and speaking Linguistic competence Reading and Writing + Creativity Intercultural understanding Intercultural understanding Knowledge about language Knowledge about language Language learning strategies Developing language learning strategies Developing language skills
    • 7. Coverage of the Programme of study Progression through the key stage Using the framework ensures…. “ The new secondary curriculum is the map and the renewed framework is the route planner” Intercultural understanding Knowledge about language Listening and speaking Reading and writing Language learning strategies
    • 8.  
    • 9. Using the Framework - progression http://nationalstrategies.standards.dcsf.gov.uk/node/169162
    • 10. Year 6 to Year 7 Transition
      • Oracy 6.1
      • Y6 Understand the main points and simple opinions in a spoken story, song or passage
      • Listening and speaking Strand 1.1
      • Understanding and responding to the spoken word
      • Y7 understand gist and some detail in face-to-face exchanges, spoken passages, stories and songs
    • 11.
      • • apply knowledge of common letter strings, sound patterns, accents and other characters
      • • identify and recall common exceptions to the usual patterns of sounds and spellings
      • • identify the specific function or meaning of some letter strings
      • • build and use in new contexts a stock of high-frequency words and words relating to everyday settings
      • • increase their stock of words, including a range of abstract items and words with more than one meaning
      • • develop and refine their vocabulary by adding to their knowledge of word families and words with close meanings
      • • use knowledge of gender and plural forms to make changes to words and phrases
      • • apply knowledge of gender and plural forms in their own writing and speaking
      • • explore more complex points of inflection using reference materials if needed
      • • use knowledge of word order, high-frequency words and punctuation to understand and build simple and compound sentences
      • • develop and improve sentences by adding, rearranging or replacing elements
      • • use knowledge of word order, phrases and clauses to understand and build a wider range of extended sentences
      • understand and use present tense forms of high-frequency verbs, and examples of past and other tense forms for set phrases
      • • understand and use some high-frequency modal verb forms in simple statements and questions
      • understand and use a range of verb forms referring to past, present and future events • understand and use a range of modal verb forms in different contexts • recognise past, present and future verb forms and switch from one tense to another in speaking and writing • understand and use key past and future tense forms of modal verbs for set phrases
      • understand and use confidently some common question types in different contexts
      • • understand and use confidently some common negative forms in different contexts
      • understand and use a range of question types • understand and use a range of negative forms • make confident use of question types with simple and compound tenses • make confident use of negative forms with simple and compound tenses
    • 12. KS3 - Laying the foundations for success at GCSE
      • Skills based
        • Listening and speaking
        • Reading and writing
        • Language learning strategies
        • Knowledge about language
      • Flexibility of content at KS3 matches flexibility of task setting for controlled assessments at KS4
    • 13. The renewed Key Stage 3 Framework www.standards.dcsf.gov.uk/nationalstrategies/mfl
      • Framework of Objectives
      • Guidance
      • Exemplification
      • Glossary
      • Online planning tool
      • Online CPD
      • Using the Framework (updated September 09 ) Planning (updated September 09), Questioning, Modelling, Starters, Plenaries, Assessment for Learning, Creativity (updated March 09), Target language, Practice, Thinking skills, Literacy and Learning, ICT , Transfer and Transition, Coaching, Motivation and Participation
    • 14. What about CREATIVITY – a key concept
      • Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes
      • Exploring and experimenting with ideas, materials, tools and techniques. Taking risks and learning from mistakes
      • Combining understanding, experiences, imagination and reasoning to construct new knowledge
      • Using existing knowledge, skills and understanding for new purposes and in new contexts.
      • Using familiar language for new purposes and in new contexts
      • Using creative approaches to answering questions, solving problems and developing ideas
      • Exploring and experimenting with ideas, materials, technologies and technique
      English Mathematics Languages Physical Education Art Design and Technology Music PAMMLED
    • 15. Engaging contexts
      • Engaging contexts stimulate creativity. The Framework has no prescribed content and therefore leaves teachers free to choose contexts likely to motivate learners.
      • Engaging contexts stimulate the imagination, but attempts at creativity will be thwarted unless learners are able to combine the words, phrases and structures they know in new ways and to use them in new contexts.
      From online guidance to using the Framework – national Strategies
    • 16. I hated the school topic because I did not find it interesting and I will probably never need it again. I didn’t like the pencil case items because it wasn’t interesting or very relevant to me. I didn’t like doing the time because I had already done it at primary school. I prefer working outside the text book because you have more freedom so it is fun I liked the work on Euro 2008. We got really creative and made posters. I enjoyed doing the work on the Olympics the most. I loved putting my French skills to the test and learning about the mascots. It made me realise how much French I knew. Compelling learning?
    • 17. Compelling learning – skills and contexts
      • Whole curriculum dimensions
      • PLTS
      • Shared key concepts
      • Themed learning
      • Direct working with another subject area
      • Borrow content from another subject – CLIL
      • Learning outside the classroom
      • Pronunciation - phonics
      • Memory skills
      • Creativity
      • Performance
      • Sentence building
      • Working out meaning
      • Analysing and comparing
      • Pattern-finding and Link-making
      • Autonomy
      • Communicating (meaning making)
      • Collaborating
      • Listening (audience skills)
      What? How?
    • 18. What skills are necessary for GCSE speaking and writing?
      • Pupils have to be able to
        • Construct sentences
          • Conjugate verbs, use tenses, use connectives, time markers etc
        • Describe things
          • Use adjectives, adverbs and intensifiers
        • Use a variety of vocabulary and sentence structure
        • Give opinions
        • …… and for speaking
        • use correct intonation and pronunciation
          • Knowledge of sound/spelling link eg silent letters and liaisons in French
          • … .and for writing
          • Use correct spelling and punctuation
    • 19.
      • Techniques of prediction, skimming and scanning and recognition of words such as cognates or those belonging to word families
      • Vocabulary, especially high frequency words, questions and negatives
          • Knowledge about language (KAL) – the ability to recognise conjugated verbs, tenses, connectives, time markers etc and to know when a noun, verb or adjective etc is required
          • Knowledge of the relationship between sounds and spellings
      What skills are necessary for GCSE listening and reading?
    • 20.
      • Research Project: any subject which interests them!
      • Produce a recipe book for the TL country
      • Historical and/controversial events or debate
      • Fantasy football portfolio
      • A day in the life of…
      • My dream holiday: Give budget, book tickets, book accommodation etc
      • Board game design/Computer game design
      • The Great Dinner Debate
      • Compare & Contrast: TL Countries/Culture
      • Healthy Living Manual
      • Eurovision
      One approach - ‘Themed Learning’ Ideas With thanks to Sara Vaughan
    • 21. Sports/hobbies Fitness /healthy lifestyles Life in TL countries Sentence building Imperatives Travel and tourism Comparing lifestyles And daily routine Verb tenses: past, present and future Intercultural understanding Climate and geography Skills development Presentation The language of football Role plays and functional language Independent research Inspirational figures Eg Nelson Mandela Identity/ nationalities, Flags and countries Likes and dislikes and opinions Africa - wildlife Advertising Songs and chants World cup in Africa
    • 22. Prediction www.wordle.net
    • 23. Ja der Fußball ist rund wie die Welt Überall rollt der Ball Und wenn einer zum anderen hält Trifft der Ball klarer Fall Unser Herz wird mit euch sein Nein ihr spielt nicht allein Ecken oder Flanken Jeder wird's euch danken Tore sind das schönste Ziel Jeder wills erreichen Hoffnung ohne Gleichen Fairness gilt in jedem Spiel Zweiundzwanzig Beine Jeder will das eine Heute wenn das Spiel beginnt Tore müssen fallen Tut uns den gefallen Es ist wahr wer wagt gewinnt Ja der Fußball ist rund wie die Welt Überall rollt der Ball Und wenn einer zum anderen hält Trifft der Ball klarer Fall Und wenn einer zum anderen hält Trifft der Ball klarer Fall Unser Herz wird mit euch sein Nein ihr spielt nicht allein Heute wollen wir sehen Wie die Chancen stehen Alle fiebern mit zu Haus Lasst den Fußball leben Tore soll es geben Lasst nicht einen Ball ins aus Jagt das runde Leder Tore sehn will jeder Keiner soll im Abseits stehn Bringt das Spiel ins Rollen Wie es alle wollen Lasst euch keinen Ball entgehen Heute wird was los ein Heute müsst ihr groß sein Heute wenn das Spiel beginnt Seht wie sie sich drängen Oben auf den Rängen Es ist wahr wer wagt gewinnt
    • 24.
      • Highlight
      • Verbs in the infinitive
      • Football specific vocabulary
      • Adjectives
      • Modal verbs
      • Nouns
      • Words with particular letter strings eg ie or ei
      1 Heute wird was los ein Heute müsst ihr groß sein Heute wenn das Spiel beginnt Seht wie sie sich drängen Oben auf den Rängen Es ist wahr wer wagt gewinnt 2 Jagt das runde Leder Tore sehn will jeder Keiner soll im Abseits stehn Bringt das Spiel ins Rollen Wie es alle wollen Lasst euch keinen Ball entgehen 3 Heute wolln wir sehen Wie die Chancen stehen Alle fiebern mit zu Haus Lasst den Fußball leben Tore soll es geben Lasst nicht einen Ball ins aus 4 Unser Herz wird mit euch sein Nein ihr spielt nicht allein 5 Ja der Fußball ist rund wie die Welt Überall rollt der Ball Und wenn einer zum anderen hält Trifft der Ball klarer Fall Und wenn einer zum anderen hält Trifft der Ball klarer Fall 6 Zweiundzwanzig Beine Jeder will das eine Heute wenn das Spiel beginnt Tore müssen fallen Tut uns den gefallen Es ist wahr wer wagt gewinnt 7 Ecken oder Flanken Jeder wird's euch danken Tore sind das schönste Ziel Jeder wills erreichen Hoffnung ohne Gleichen Fairness gilt in jedem Spiel 8 Unser Herz wird mit euch sein Nein ihr spielt nicht allein 9 Ja der Fußball ist rund wie die Welt Überall rollt der Ball Und wenn einer zum anderen hält Trifft der Ball klarer Fall Und wenn einer zum anderen hält Trifft der Ball klarer Fall
    • 25.
      • Ja, der Fussball ist rund wie die Welt
      • _________wird was los ein Heute müsst ihr ______sein Heute wenn das _______beginnt Seht wie sie sich drängen ________ auf den Rängen Es ist wahr wer wagt gewinnt
      • Jagt das runde Leder _____ sehen will jeder Keiner soll im Abseits stehen Bringt das _______ins Rollen Wie es alle _________ Lasst euch keinen ______entgehn
      • Heute wollen wir _________
      • Wie die Chancen stehen Alle fiebern mit zu ________ Lasst den ________ leben Tore soll es _______
      • Lasst nicht einen Ball ins aus
      Ball Fußball geben groß Haus Heute machen Oben Sehen Schule Spiel Spiel Tore wollen
    • 26. Ja der Fußball ist rund wie die Welt - Frank Schöbel Der WM-Song der DDR http://www.youtube.com/watch?v=0B2J3-ne_TA
    • 27. Sports/hobbies Fitness /healthy lifestyles Life in TL countries Sentence building Imperatives Travel and tourism Comparing lifestyles And daily routine Verb tenses: past, present and future Intercultural understanding Climate and geography Skills development Presentation The language of football Role plays and functional language Independent research Inspirational figures Eg Nelson Mandela Identity/ nationalities, Flags and countries Likes and dislikes and opinions Africa - wildlife Advertising Songs and chants World cup in Africa
    • 28. Suisse Côte d'Ivoire Etats-Unis d’Amérique Japon Brésil Angleterre Ghana Honduras Allemagne Chili Slovaquie Danemark Mexique Australie Paraguay Algérie Afrique du Sud Italie République de Corée Argentine
    • 29. Un drapeau dessus au centre à droite à gauche dessous une bande verticale une bande horizontale un carré en haut en bas Collective memory
    • 30. une bande horizontale une bande verticale une étoile une bande verticale un croissant un rectangle un carré un cercle une croix un triangle With thanks to Rachel Hawkes
    • 31. En haut il y a …… C’est……
      • un croissant
      • un rectangle
      • un carré
      • un cercle
      • une bande verticale
      • une bande horizontale
      • une croix
      • une étoile
      • rouge
      • bleu/bleue
      • jaune
      • gris/grise
      • blanc/blanche
      • noir/noire
      • vert/verte
      • bleu clair
      • orange
    • 32. Picasso dictation Suisse Côte d'Ivoire Etats-Unis d’Amérique Japon Brésil Angleterre Ghana Honduras Allemagne Chili Slovaquie Danemark Mexique Australie Paraguay Algérie Afrique du Sud Italie République de Corée Argentine
    • 33. Chasse à l’intrus
    • 34. Chasse à l’intrus Je pense que… (À mon avis….) L’Australie est l’intrus parce que…. Le Ghana est l’intrus parce que… Il y a…… Il n’y a pas de bleu/rouge….. C’est un pays masculin/féminin
    • 35. C’est quel drapeau?
      • C'est un drapeau tricolore composé de trois bandes horizontales égales aux couleurs nationales: noir, rouge et or.
      • Ce drapeau tricolore s'inspire au modèle français. Le blanc symbolise l'unité du pays, l'orange le progrès et les savanes, le vert l'espoir et les forêts du pays.
      • Ce drapeau est composé de trois bandes horizontales rouge (dessus), jaune et verte (les couleurs du continent africain). En son centre se trouve une étoile noire à cinq branches rappelant le fait que c'est le premier pays d'Afrique à avoir obtenu son indépendance au XXe siècle.
    • 36. Le motif montre l'idée de la convergence et de l'unification. Le noir, le vert et le jaune représentent les couleurs du drapeau de l'ANC tandis que les couleurs rouge, blanche et bleue représentent l'ancienne république des Boers .
      • le bleu pour les fleuves
      • le vert l'agriculture
      • le blanc la paix
      • le noir la force
      • le jaune les minéraux
      • et le rouge pour le sang
      http://fr.wikipedia.org/wiki/Drapeau_de_l'Afrique_du_Sud
    • 37.
      • le bleu représente le ciel
      • le vert la terre africaine
      • le blanc les natifs européens
      • le noir la population noire
      • le jaune la richesse aurifère du pays
      • le rouge le sang versé pendant les conflits internes
      • (blancs/blancs, noirs/noirs, blancs/noirs)
      • le « Y » renversé symbolise la jonction et l'union de
      • toutes ces composantes.
    • 38. … .. le jaune la richesse aurifère du pays or argent plomb fer Element Latin name French name English name Au Aurum Ag Argentum Fe Ferrum Pb Plumbum
    • 39.
      • la forêt
      • l’hôpital
      • la crête
      • honnête
      • intérêt
      • arrêter
      • plâtre
      • la crête
      • l’hôtel
      Knowledge about language Language Learning strategies
    • 40. Mon drapeau idéal..
      • Il y a….
      • Il y aurait….
      • Il est….
      • Il serait….
      • Le …… représente…
      • La …….symbolise…
      • Les…..représentent…..
    • 41. La francophonie Voici le Sénégal. C’est un pays en Afrique La capitale s’appelle Dakar. Les pays voisins sont/s’appellent……. Le drapeau est….. Au Sénégal il fait chaud et…
    • 42. Sports/hobbies Fitness /healthy lifestyles Life in TL countries Sentence building Imperatives Travel and tourism Comparing lifestyles And daily routine Verb tenses: past, present and future Intercultural understanding Climate and geography Skills development Presentation The language of football Role plays and functional language Independent research Inspirational figures Eg Nelson Mandela Identity/ nationalities, Flags and countries Likes and dislikes and opinions Africa - wildlife Advertising Songs and chants World cup in Africa
    • 43. Match à domicile Match à l'extérieur Match nul Victoire Défaite Buts pour Buts contre Les Bleus
    • 44. Qui est-ce?
      • C’est un joueur qui est
      • né au mois de juin
      • Il est milieu de terrain
      • Il a vingt-huit ans
      • Il est né en……
      • Il joue pour…
      • Est-ce qu’il est attaquant?
      • Est-ce qu’il joue pour
      • Chelsea?
      • Est-ce que son
      • anniversaire est au mois
      • de….
      Les Bleus Joueur Position Date de Naissance Club Thierry Henry attaquant 17/8/77 Barcelone William Gallas défenseur 17/8/77 Arsenal Patrick Vieira milieu de terrain 23/6/76 Inter Milan Bacary Sagna défenseur 4/02/83 Arsenal Abou Diaby milieu de terrain 11/05/86 Arsenal Florent Malouda milieu de terrain 13/6/80 Chelsea Nicolas Anelka attaquant 14/3/79 Chelsea Patrice Evra défenseur 15/5/81 Man U
    • 45. Patrice Evra Je m’appelle Patrice Evra. Je suis français, mais je suis né à Dakar au Sénégal. J’ai vingt-sept ans et mon anniversaire est le quinze mai. Je mesure un mètre soixante-quinze et je pèse soixante-seize kilos. Je suis défenseur et je joue pour Manchester United http://www.lequipe.fr/Football/index.html Pays France Age 27 ans Date de naissance 15 mai 1981 Lieu de naissance Dakar (Sénégal) Taille 1m75 Poids 76 kg Poste Défenseur Club actuel Manchester U
    • 46. Fortune lines Dates / Âge + 5 - + 4 - + 3 - + 2 - + 1 - - 1 - - 2 - - 3 - - 4 - - 5 -
    • 47. http://fr.wikipedia.org/wiki/Didier_Drogba Didier Drogba est né à Abidjan en Côte d’Ivoire le 11 mars 1978 À l'âge de cinq ans Il a quitté l’Afrique pour Brest en Bretagne où son oncle, Michel Goba est joueur professionnel de foot. Ses parents ne voulaient pas envoyer leur fils en France mais son oncle les a persuadés que cela lui donnera « de vraies chances de réussir dans la vie. ». À l'âge de huit ans il est retourné en Côte d’Ivoire. Trois ans plus tard ses parents l’ont renvoyé en France pour une deuxième fois à cause d’une crise économique en Côte d’Ivoire. Quand il est retourné pour la deuxième fois en France il a voyagé avec son oncle aux clubs différents. D’abord il a eu le poste d'arrière droit, mais son oncle lui a dit « Mais que fais-tu derrière ? Va devant ! Dans le foot, on ne regarde que les attaquants. » En 1991 il est retourné à Vannes en Bretagne et ses parents sont arrivés en France en cet an. Il n’a pas eu de bonnes notes à l’école, donc ses parents l’ont privé de foot pendant un an. À l'âge de quinze ans il est allé vivre chez ses parents dans la région Parisienne et il a signé une licence avec le Club Levallois. Il est devenu la star de l’équipe des « moins de 17 ». En deux saisons (94-95 et 95-96), il a marqué trente buts. Quand il a quitté l’école à l’âge de dix-neuf ans il a fait deux ans comme apprenti chez le club « Le Mans 72 ». Là il a connu des bas car il s’est blessé plusieurs fois. Au Mans il a aussi connu des hauts car le premier de ses deux enfants est né, et il a joué quelquefois avec l’équipe professionnelle. Alors il a commencé à être connu comme footballeur.
    • 48. Qui Où Quand est-ce que A quelle heure entre contre et a commencé gagné marqué perdu jouer commence hier demain ce soir un but va pour la France l’Italie la Roumanie le match
    • 49. Sentence building
      • Je vais regarder la télé
      • Je vais regarder la télé ce soir
      • Je vais regarder le match de foot à la télé ce soir
      • Je vais regarder le match de foot - la France contre la Roumanie à la télé ce soir.
      • Je vais regarder le match de foot - la France contre la Roumanie à la télé ce soir avec ma mère dans le salon
      • Je vais regarder le match de foot - la France contre la Roumanie à la télé ce soir avec ma mère dans le salon après le dîner
      • La France va gagner
      • Je pense que la France va gagner
      Voici le stade de Letzigrund à Zürich. La France va jouer la Roumanie le 9 juin dans ce stade. Voici le stade de Letzigrund à Zürich où la France va jouer la Roumanie le 9 juin.
    • 50. Memory – learning longer sentences
      • je vais pendant que je
      • Je regarde le match de foot entre dans
      • avec
      • les matchs pendant le tournament ont été
      • à cause des qui ont été très
      Ce soir Demain soir Samedi soir la Hollande et le Brésil le Ghana et l’Uruguay l’Argentine et l’Allemagne ma chambre le salon la cuisine faire mes devoirs faire du repassage manger de la pizza With thanks to Michael Wardle arbitres entraîneurs joueurs mes copains. mes parents. mon frère et ma soeur. À mon avis Je pense que Je crois que décevants passionnants ennuyeux professionnels. disciplinés. doués. très assez un peu
    • 51. Verb patterns
      • Marquer un but
      • Sauver un but
      • Jouer contre
      • Contrôler le ballon
      • Gagner
      • Passer
      • Lancer
      • Perdre
      • Être hors jeu
      Qu’est-ce qu’on peut faire avec un ballon?
    • 52. Developing creativity/vocabulary building/revision -Snowball
      • Zum Beispiel “Fussball”.
      • Schreib 5 Wörter oder Ausdrücke, die etwas mit “Fussball” zu tun haben.
      • Vergleich mit deinem Partner und schreib die Wörter, die du nicht hast, auf.
      • Mit deinem Partner schreib 5 weitere Wörter oder Ausdrücke, die etwas mit “Fussball” zu tun haben.
      • Vergleich mit einem anderen Paar.
      rund, Leder, spielen, Fuss, super Tor, Spieler, laufen, Spiel, Stadion
    • 53. L’alternative? Die Alternative?
      • Un ballon de commerce équitable
      • Fairer Handel
      • Fairtrade Fussball
      With thanks to Liz Black
    • 54. „ Fußball ohne Grenzen. Faires Spiel – Fairer Handel“
      • Wie entsteht ein Fußball?
      • Wo kommen die Fußbälle her?
      • Wie leben die Menschen in Pakistan?
      • Arbeitsbedingungen von Fußballnäherinnen und –nähern
      • Produktionsstätten
      • Transportwege und Preise
      • Fair gehandelte Fußbälle
      • Fairer Handel
      http://fussball-ohne-grenzen.org/index.php?id=17
    • 55. Fait ou opinion?
      • Il est bien payé
      • Il fabrique un ballon de foot.
      • Il travaille en Europe.
      • Il aime son travail
      • Il est heureux.
      • Il sait utiliser une machine à coudre.
      • Il est exploité par son employé
      http://www.transfair.lu/Produits/ballons
    • 56.
      • Mind map
      • Flow diagram
      • Storyboard
      • Chart
      • Key word plan
      • Venn diagram
      • Graph
      • Bullet points
      • Conversation
      • Vocabulary list
      Turn a text into…… Do all of this conversely to turn them into a text With thanks to Sara Vaughan
    • 57. Sports/hobbies Fitness /healthy lifestyles Life in TL countries Sentence building Imperatives Travel and tourism Comparing lifestyles And daily routine Verb tenses: past, present and future Intercultural understanding Climate and geography Skills development Presentation The language of football Role plays and functional language Independent research Inspirational figures Eg Nelson Mandela Identity/ nationalities, Flags and countries Likes and dislikes and opinions Africa - wildlife Advertising Songs and chants World cup in Africa
    • 58. Partenaires FIFA Sponsors de la Coupe du Monde de la FIFA Supporters nationaux   www.budweiser.com
      • www.mcdonalds.com
      www.adidas.com www.corporate.visa.com
      • www.satyam.com
      •      www.castrol.com
      www.coca-cola.com www.sony.net
      •           www.mtn.com
      www.contisoccerworld.fr   www.emirates.com www.hyundai-motor.com
    • 59.  
    • 60. Sports/hobbies Fitness /healthy lifestyles Life in TL countries Sentence building Imperatives Travel and tourism Comparing lifestyles And daily routine Verb tenses: past, present and future Intercultural understanding Climate and geography Skills development Presentation The language of football Role plays and functional language Independent research Inspirational figures Eg Nelson Mandela Identity/ nationalities, Flags and countries Likes and dislikes and opinions Africa - wildlife Advertising Songs and chants World cup in Africa
    • 61. Strand 3: Intercultural Understanding (IU)
      • This strand should give pupils opportunities to explore aspects of the life and culture of countries and communities where the language is spoken. These could include people, places, festivals, national events, food, sport, history, education, climate, geographical features, buildings, the spoken and written word, music and song, the visual arts and the media
      • Substrands
      • 3.1 Appreciating cultural diversity
      • 3.2 Recognising different ways of seeing the world
    • 62. Going global
      • Contexts for learning in this strand should give pupils opportunities to explore aspects of the life and culture of countries and communities where the language is spoken.
      • These could include people, places, festivals, national events, food, sport, history, education, climate, geographical features, buildings, the spoken and the written word, music and song, the visual arts and the media.
      KS3 Framework
    • 63. www.partage.org/24heuresdunenfant http://www.sciafyouth.org.uk/youth/ Reading skills Cognates Word families Adjectives Superlatives Comparatives Pronunciation Phonics Numbers Countries Colours Weather Reading skills Identifying patterns Dictionary skills Adjectives Singular/plural Gender Cognates www.zoo-palmyre.fr http://www.savethechildren.org.uk/eyetoeye/ http://www.in-terre-actif.com
    • 64. www.fifa.com
    • 65. Allemagne : Ballack, blessé, en Sicile avec ses coéquipiers Spanien wirft den Nachbarn raus Ronaldo : "Je suis humain" Nationalmannschaft: Ohne Ballack fahren wir zur WM
    • 66. http://newsmap.jp
    • 67. Agree what you will focus on – an area, a strand, an element of learning. What do your learners need know & understand? Be able to do? Experience? Where could this fit in with schemes already planned? Time? Staffing? Space and facilities? Equipment and resources? Approaches to teaching, learning and assessment? Execute… Evaluate… Maintain… Change……. Improve… Move on…. Disciplined curriculum innovation – a process that helps tell your story of the impact you are making
    • 68. Year 7 Year 8 Year 9 Contexts for L &S R & W Countries Nationalities Colours (flags/clothes/strips) Likes and dislikes Simple geography and weather Sports A day in the life… The language of football Injuries and body parts Transactional language Poverty and wealth Wealth Advertising Tourism IU Flags Countries of TL world Food Country/person Climate and geography Identity KAL Adjective agreements Gender Simple sentence structure Comparisons Tenses Range of questions and negatives Register More complex questions and negatives More complex tenses LLS Phonics Memory skills Dictionary skills and more Phonics Memory skills Dictionary skills and more Phonics Memory skills Dictionary skills and more
    • 69. Possible outcomes Year 7 Year 8 Year 9 Poster (eg for opening ceremony Presentation on a country Structured Poem (Haiku/Life in six word/ … as… ……… Interview with a famous player/person Presentation about someone.. Profile of a someone … .. Promotional film and related advertising (Presentation/printed material) for eg Opening ceremony Presentation/report on an issue eg environment/Africa etc …… .
    • 70. Secondary curriculum intended outcomes
      • achieve high standards and make better progress
      • narrow the gap and enable those not achieving age-related expectations at age 11 to catch up with their peers
      • have and be able to use high-quality personal, learning and thinking skills (PLTS) and become independent learners
      • have and be able to use high-quality functional skills
      • be challenged and stretched to achieve their potential
      • have increased commitment to and enjoyment of learning leading to participation to 19 and beyond.
    • 71. How far along the road are your learners?
    • 72. And finally, don’t forget….. http://lizfotheringham.wordpress.com

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