Stevenage sln 30.06.10 web

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  • Wordle of Ja, der Fußball ist rund wie die Welt - What words can they recognise/work out. Find the nouns/verbs etc
  • 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
  • Stevenage sln 30.06.10 web

    1. 1. BUILDING ON FIRM FOUNDATIONS Stevenage SLN 30.06.10 http://lizfotheringham.wordpress.com
    2. 2. Objectives: <ul><li>To understand how the new GCSE builds on the revised MFL PoS at KS3 and the renewed MFL framework </li></ul><ul><li>To consider implications for teaching at KS4 and at KS3 </li></ul><ul><li>To discuss and share strategies for addressing these issues </li></ul>
    3. 3. The new GCSE What are the features common to all specifications? <ul><li>Four units weighted as follows: Listening 20%, Speaking 30%, Reading 20%, Writing 30%. </li></ul><ul><li>Listening and reading are externally set and assessed and no dictionaries to be used. Tiered papers (Foundation and Higher) with some questions which are common to papers in both tiers </li></ul><ul><li>Speaking and writing : controlled assessment. Some differences between the boards but teachers select the tasks, set them and supervise them. No tiering but tasks are differentiated by outcome. Teachers select the topic or theme for speaking and writing, choosing from the themes in the specification. Sample tasks are provided, which may be used or adapted, or teachers may devise their own </li></ul><ul><li>Speaking : two separate tasks are undertaken during the course. The awarding bodies are still awaiting agreement on recording requirements, so it may not be necessary to record both tasks. No final oral examination is necessary. It is possible that some centres may still wish to assess in this period. Marked by teacher and sample sent to board for moderation. </li></ul><ul><li>Writing : marked by the board </li></ul><ul><li>QCA definitions are used for structures, and grading criteria. QCA definitions are used for grammar across French, German and Spanish. </li></ul><ul><li>Minimum core vocabulary lists are provided by all boards. </li></ul>www.cilt.org.uk
    4. 4. The challenge <ul><li>Defined content for reading and listening </li></ul>The opportunity Freedom to set own tasks for speaking and writing
    5. 5. KS3 - Laying the foundations for success at GCSE <ul><li>Skills based </li></ul><ul><ul><li>Listening and speaking </li></ul></ul><ul><ul><li>Reading and writing </li></ul></ul><ul><ul><li>Language learning strategies </li></ul></ul><ul><ul><li>Knowledge about language </li></ul></ul><ul><li>Flexibility of content at KS3 matches flexibility of task setting for controlled assessments at KS4 </li></ul>
    6. 6. Making comparisons – AT 1 listening Grade A Candidates show understanding of a variety of spoken language that contains some complex language and relates to a range of contexts. They can identify main points, details and points of view and draw simple conclusions. AT 1 NC Level 8 Pupils show that they understand passages including some unfamiliar material and recognise attitudes and emotions. These passages include different types of spoken material from a range of sources. When listening to familiar and less familiar material, they draw inferences, and need little repetition. Year 9 Framework objectives Understand longer sequences of speech, noting relevant points for oral feedback and discussion Strand 1.1 Understanding and responding to the spoken word Listen to authentic speech from different sources, identifying how spoken language varies according to context and purpose Strand 1.2 Developing capability and confidence in listening
    7. 7. Making comparisons – AT 2 speaking Grade A They initiate and develop conversations and discussions, present information and narrate events. They express and explain ideas and points of view, and produce extended sequences of speech using a variety of vocabulary, structures and verb tenses. They speak confidently, with reasonably accurate pronunciation and intonation. The message is clear but there may be some errors, especially when they use more complex structures. AT 1 NC Level 8 Pupils narrate events, tell a story or relate the plot of a book or film and give their opinions. They justify their opinions and discuss facts, ideas and experiences. They use a range of vocabulary, structures and time references. They adapt language to deal with unprepared situations. They speak confidently, with good pronunciation and intonation. Their language is largely accurate, with few mistakes of any significance Year 9 Framework objectives <ul><li>make extended and/or frequent contributions to classroom talk </li></ul><ul><li>deal effectively with unexpected responses in order to sustain conversations and discussions Strand 1.4 Talking together </li></ul><ul><li>respond quickly and appropriately to audience comments or questions following a talk or narrative </li></ul><ul><li>• add interest through extended sentences, rhetorical devices and imaginative use of vocabulary Strand 1.5 Presenting and narrating </li></ul>
    8. 8. Making comparisons – AT 3 reading Grade C They show understanding of different types of written texts that contain a variety of structures. The written material relates to a range of contexts, including some that may be unfamiliar and may relate to past and future events. They can identify main points, extract details and recognise opinions AT 3 NC Level Level 5 Pupils show that they understand the main points and opinions in written texts from various contexts, including present, past or future events. Their independent reading includes authentic materials. They are generally confident in reading aloud, and in using reference materials. Level 6 Pupils show that they understand the difference between present, past and future events in a range of texts that include familiar language in less familiar contexts. They identify and note the main points and specific details. They scan written material for stories or articles of interest and choose books or texts to read independently, at their own level. They are more confident in using context and their knowledge of grammar to work out the meaning of unfamiliar language Year 9 Framework objectives <ul><li>identify and describe features of language associated with different text types </li></ul><ul><li>appraise texts quickly, deciding on their usefulness, interest and degree of difficulty, as a preliminary to independent reading Strand 2.2 Developing capability and confidence in reading </li></ul><ul><li>infer attitudes, feelings and points of view in a text by reading between the lines </li></ul><ul><li>Strand 2.3 Being sensitive to the written word </li></ul>
    9. 9. Making comparisons – AT 4 writing Grade F They write short texts that relate to familiar contexts. They can express simple opinions. They use simple sentences. The main points are usually conveyed but there are mistakes in spelling and grammar. AT 3 NC Level Level 3 Pupils write a few short sentences, with support, using expressions that they have already learnt. They express personal responses. They write short phrases from memory and their spelling is readily understandable. Year 9 Framework objectives <ul><li>adapt a text for a different audience and purpose </li></ul><ul><li>link sentences and paragraphs using appropriate words and phrases in order to produce a coherent sequence of text </li></ul><ul><li>Strand 2.4 Adapting and building text </li></ul><ul><li>experiment with linguistic devices and presentation to create an effect </li></ul><ul><li>Strand 2. Writing to create meaning </li></ul>
    10. 10. Edexcel speaking <ul><li>Interaction – conversation/interview </li></ul><ul><li>Two different tasks from: </li></ul><ul><ul><li>Open interaction </li></ul></ul><ul><ul><li>Presentation followed by discussion </li></ul></ul><ul><ul><li>Picture-based free flow discussion </li></ul></ul>AQA speaking
    11. 11. AQA
    12. 12. Edexcel Situation You have won a competition to meet a famous French-speaking personality of your choice. (The teacher will play this role.) S/he will begin the conversation. Task Be prepared to ask questions and refer to the following in your discussion: • information about his/her family • key achievements • his/her future plans • interests outside their specialist area You should also be prepared to respond to questions that the celebrity may ask you.
    13. 13. Writing tasks Task 1 You have a week off school. You decide to write a blog for some French e-pals, telling them about each day. Make each day different! For example: • Day 1: why you have a week off school • Day 2: what you did at home • Day 3: what you did in town • Day 4: a quiet day, when you didn’t see any friends (maybe you found it boring?) • Day 5: your plans for the weekend
    14. 14. Developing the task – content – using mindmaps
    15. 15. What skills are necessary for GCSE speaking and writing? <ul><li>Pupils have to be able to </li></ul><ul><ul><li>Construct sentences </li></ul></ul><ul><ul><ul><li>Conjugate verbs, use tenses, use connectives, time markers etc </li></ul></ul></ul><ul><ul><li>Describe things </li></ul></ul><ul><ul><ul><li>Use adjectives, adverbs and intensifiers </li></ul></ul></ul><ul><ul><li>Use a variety of vocabulary and sentence structure </li></ul></ul><ul><ul><li>Give opinions </li></ul></ul><ul><ul><li>…… and for speaking </li></ul></ul><ul><ul><li>use correct intonation and pronunciation </li></ul></ul><ul><ul><ul><li>Knowledge of sound/spelling link eg silent letters and liaisons in French </li></ul></ul></ul><ul><ul><ul><li>… .and for writing </li></ul></ul></ul><ul><ul><ul><li>Use correct spelling and punctuation </li></ul></ul></ul>
    16. 16. Preparing for the speaking exam <ul><li>Presentation – use cue cards/mind map/ppt </li></ul><ul><li>Brainstorming techniques for building up vocabulary. </li></ul><ul><li>Improve pronunciation by </li></ul><ul><ul><li>Reading aloud (from Student’s book, internet, magazines, previous work) </li></ul></ul><ul><ul><li>Using some websites like http://phonetique.free.fr/ and doing the exercises. </li></ul></ul><ul><ul><li>Ensuring common French sound-spelling links (e.g. -isme; -ion; -ade) are known. </li></ul></ul><ul><ul><li>Practising liaisons – dictation </li></ul></ul><ul><ul><li>Practising French vowel sounds, paying attention to the sounds u/ou , en/on/an , accented letters and nasal sounds (m or n after a vowel). </li></ul></ul><ul><ul><li>Paying attention as to when to leave silent endings or to pronounce final syllables, e.g. un garçon indépendant/une fille indépendante . </li></ul></ul>
    17. 17. <ul><li>Teach essential “fillers” which pupils can use if they get stuck or there is an awkward silence remember to use the ‘fillers’ you have learnt to gain time: eh bien, alors, euh, comment dire ... </li></ul><ul><li>Equip pupils with phrases to use if they don’t understand or aren’t sure what you are asking them: Pouvez-vous répétez s’il vous plaît? Comment? Qu’est-ce que ça veut dire, X? Je ne sais pas. Je ne suis pas sûr. (see framework strand 1.4 Talking together) </li></ul><ul><li>Get them into the habit of using a variety of vocabulary and structures so that they can produce interesting extended sentences </li></ul><ul><li>Use exemplar material to model approaches to a task – share assessment criteria and use AfL strategies </li></ul>Preparing for the speaking exam
    18. 18. Assessment criteria per task Communication 10 Range and Accuracy of Language 10 Pronunciation and Intonation 5 Interaction and Fluency 5 Total: 30
    19. 19. AQA
    20. 21. Increasing range and complexity <ul><ul><li>Using synonyms </li></ul></ul><ul><ul><li>Using intensifiers </li></ul></ul><ul><ul><li>Sequencing words: first of all, then, after that, during…, between the hours of x and y, before, finally </li></ul></ul><ul><ul><li>Build extended sentences by adding possessive adjectives and using opinion phrases </li></ul></ul><ul><ul><li>Variety of connectives and expressions of opinion </li></ul></ul><ul><ul><li>Question words such as ‘où’, ‘comment’ and ‘quand’ can also be used as conjunctions to link </li></ul></ul>
    21. 22. Je J’aime J’aime jouer J’aime jouer au foot Le weekend j’aime jouer au foot Le weekend j’aime jouer au foot avec mes copains Le weekend j’aime jouer au foot avec mes copains sur le terrain de sport Le weekend j’aime j ouer au foot avec mes copains sur le terrain de sport et …… Le weekend Le samedi Pendant la récré Après l’école Le soir J’adore J’aime J’aime assez bien Je n’aime pas Je déteste mais et quand sur le terrain de sport à la cantine au centre sportif en ville parce que c’est/ce n’est pas…. intéressant génial ennuyeux super fantastique avec ….. mes copains mon frère ma soeur mes parents au basketball au tennis au rugby au badminton lire….. faire ….. écouter…. regarder…. aller…… jouer…. faire….. du sport des courses de la natation il pleut il y a du soleil il fait froid
    22. 23. <ul><li>Techniques of prediction, skimming and scanning and recognition of words such as cognates or those belonging to word families </li></ul><ul><li>Vocabulary, especially high frequency words, questions and negatives </li></ul><ul><ul><ul><li>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 </li></ul></ul></ul><ul><ul><ul><li>Knowledge of the relationship between sounds and spellings </li></ul></ul></ul>What skills are necessary for GCSE listening and reading?
    23. 24. Listening strategies <ul><li>Pre listening – Clues in the questions as to the topic. Predict the key words and phrases relating to the topic that are likely to come up. Do pictures help? </li></ul><ul><li>What sort of information does the task require? Specific detail? Opinion? A person’s feelings? </li></ul><ul><li>Tenses and time phrases : hier aujourd’hui demain bientôt l’année prochaine à partir de maintenant l’année dernière plus tard maintenant un jour en ce moment heute morgen gestern später letztes Jahr </li></ul><ul><li>High frequency vocabulary that can change the meaning of a sentence e.g . et, mais, sauf, aussi, pourtant, alors, puis, car, par contre, ou, néanmoins, si Negatives phrases . ne + ???? und aber sondern auch außer denn nie </li></ul><ul><li>Adjectives - a question may use the opposite of the adjective on the audio track </li></ul><ul><li>Knowledge of adjectival agreement can help to identify what is being talked about e.g 'beau’ – le paysage ou la plage? </li></ul><ul><li>Intonation of the person speaking can give a clue to the meaning. Does the speaker sound as if they are surprised, angry etc. A rising tone at the end of the sentence can make a statement into a question. </li></ul><ul><li>Evaluate guesses - do they make sense? </li></ul>
    24. 25. Reading strategies <ul><li>Time phrases can give a clue as which tense is being used and the sequence of events. </li></ul><ul><li>Some connectives, negatives and other “little words” like “except”, “without” etc which can change the meaning of a text </li></ul><ul><li>Making an “educated guess” about the meaning of words. </li></ul><ul><ul><li>Use the context to help you guess unfamiliar words or look at visual clues </li></ul></ul><ul><ul><li>Does the word or part of the word look like an English word or a word from any other language that you know </li></ul></ul><ul><ul><li>Do any bits of the word help? eg: in oubli able (‘unforgettable’) is from the same family as oublier (‘to forget’). </li></ul></ul><ul><ul><li>Is there a prefix like re- or dé- which can help you </li></ul></ul><ul><ul><li>Look at the word endings; these can help you to identify categories of word, e.g. nouns, adjectives, particular parts of verb etc </li></ul></ul><ul><ul><li>Word families </li></ul></ul>
    25. 26. Prediction - listening <ul><li>Fill in this form: </li></ul><ul><li>Name: </li></ul><ul><li>Age: </li></ul><ul><li>Nationality: </li></ul><ul><li>Sport: </li></ul><ul><li>Personality: </li></ul><ul><li>Living in town </li></ul>Advantage Disadvantage 1 2 3
    26. 27. Prediction – listening and reading www.wordle.net
    27. 28. Developing creativity/vocabulary building/revision -Snowball <ul><li>Zum Beispiel “Apfel”. </li></ul><ul><li>Schreib 5 Wörter oder Ausdrücke, die etwas mit “Apfel” zu tun haben. </li></ul><ul><li>Vergleich mit deinem Partner und schreib die Wörter, die du nicht hast, auf. </li></ul><ul><li>Mit deinem Partner schreib 5 weitere Wörter oder Ausdrücke, die etwas mit “Apfel” zu tun haben. </li></ul><ul><li>Vergleich mit einem anderen Paar. </li></ul>rot, grün, schmeckt gut, essen, ich mag super, Saft, Baum, Markt, lecker
    28. 29. Odd out out Chasse à l’intrus - pourquoi? jambon poulet agneau poisson piscine natation eau rivière nager natation leçon maillot de bain jardin public musée fleuve parc
    29. 30. Synonyms, antonyms , associations and categories <ul><li>Was ist das </li></ul><ul><li>Gegenteil von…. </li></ul><ul><li>faul </li></ul><ul><li>hässlich </li></ul><ul><li>streng </li></ul><ul><li>schüchtern </li></ul><ul><li>intelligent </li></ul><ul><li>interessant </li></ul><ul><li>reich </li></ul>répétitif copain espagnol finir herbe pluie calme sport nautique la voile mouillé pelouse tranquille ennuyeux terminer ami langue
    30. 31. Word families <ul><li>Des matchs amicaux </li></ul><ul><li>Une expérience inoubliable </li></ul><ul><li>Das war unvergesslich! </li></ul><ul><li>Erneuerbare Energiequellen ……. </li></ul><ul><li>ami </li></ul><ul><li>oublier </li></ul><ul><li>collège </li></ul><ul><li>vergessen </li></ul><ul><li>neu </li></ul>
    31. 32. Prefixes and suffixes <ul><li>-bar </li></ul><ul><li>-lich </li></ul><ul><li>-lig </li></ul><ul><li>be- </li></ul><ul><li>er- </li></ul><ul><li>miss- </li></ul><ul><li>ver- </li></ul><ul><li>re- </li></ul><ul><li>dés- </li></ul><ul><li>in- </li></ul><ul><li>-ment </li></ul>
    32. 33. Using knowledge about language <ul><li>Ja, der Fussball ist rund wie die Welt </li></ul><ul><li>_________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 </li></ul><ul><li>Jagt das runde Leder _____ sehen will jeder Keiner soll im Abseits stehen Bringt das _______ins Rollen Wie es alle _________ Lasst euch keinen ______entgehn </li></ul><ul><li>Heute wollen wir _________ </li></ul><ul><li>Wie die Chancen stehen Alle fiebern mit zu ________ Lasst den ________ leben Tore soll es _______ </li></ul><ul><li>Lasst nicht einen Ball ins aus </li></ul>Ball Fußball geben groß Haus Heute machen Oben Sehen Schule Spiel Spiel Tore Wollen
    33. 34. Using knowledge about language Téléthon : les Français moins généreux cette année Russie. Au moins 103 morts dans l'incendie d'un restaurant Ronaldo : &quot;Je suis humain&quot; Après la grève, les musées rouvrent leurs portes
    34. 35. Developing spontaneity in speaking • read aloud written texts with increasing fluency, accuracy and expression, showing awareness of meaning Language learning strategies Strand 5.6 Reading alound
    35. 36. Memory – longer dialogues <ul><li>Samedi dernier je me suis réveillé . Avant de </li></ul><ul><li>m’habiller et à dix heures je suis </li></ul><ul><li>allé en ville pour Pour y aller </li></ul><ul><li>parce que </li></ul>de bonne heure en retard à neuf heures je me suis brossé les dents j’ai regardé la télé J’ai mangé mon petit déjeuner rendre mes livres à la bibliothèque. rencontrer mes copains. faire des courses pour ma mère. j’ai pris le train. mon père m’a emmené en voiture. j’ai pris le bus. With thanks to Michael Wardle je n’avais pas beaucoup de temps. le temps était mauvais. c’est loin de chez moi.
    36. 37. <ul><li>ist es dass wir etwas </li></ul><ul><li>Machen, Wir könnten zum </li></ul><ul><li>Beispiel Neulich habe ich </li></ul><ul><li>versucht aber ich glaube, dass das </li></ul><ul><li>grösste Problem </li></ul>Meiner Meinung nach Meines Erachtens Meiner Ansich nach den Planeten zu schützen. bedrohte Tierarten zu retten. unseren CO2 Footprint zu reduzieren. soviel wie möglich recyclen. Briefe an die Regierung schreiben. mit öffentlichen Verkehrsmitteln fahren. Energie zu sparen. weniger Wasser zu benutzen. meinen Müll zu trennen. wichtig gut dringend die Ölverschmutzung ist. der Klimawandel ist. die Entwaldung in den Tropen ist. With thanks to Michael Wardle
    37. 38. Using dice lundi mardi mercredi jeudi vendredi samedi présent Passé composé futur conditionnel Il faut Si….
    38. 39. OXO - differentiation <ul><li>soleil </li></ul><ul><li>il y a du soleil </li></ul><ul><li>il fait du soleil </li></ul><ul><li>il faisait du soleil </li></ul><ul><li>il va faire du soleil </li></ul><ul><li>Il fera du soleil </li></ul><ul><li>il y aura du soleil </li></ul><ul><li>Quand il fait du soleil, je.. </li></ul><ul><li>Quand il faisait du soleil, je ….. </li></ul><ul><li>Quand il fait du soleil, j’aime…… mais……. et….. Parce que…….. </li></ul><ul><li>Est-ce qu’il fait/faisait du soleil? </li></ul><ul><li>Où est-ce qu’il…… </li></ul><ul><li>Qu’est-ce que tu …… quand……. </li></ul>
    39. 40. <ul><li>soleil </li></ul><ul><li>il y a du soleil </li></ul><ul><li>il fait du soleil </li></ul><ul><li>il faisait du soleil </li></ul><ul><li>il va faire du soleil </li></ul><ul><li>Il fera du soleil </li></ul><ul><li>il y aura du soleil </li></ul><ul><li>Quand il fait du soleil, je.. </li></ul><ul><li>Quand il faisait du soleil, je ….. </li></ul><ul><li>Quand il fait du soleil, j’aime…… mais……. et….. Parce que…….. </li></ul><ul><li>Est-ce qu’il fait/faisait du soleil? </li></ul><ul><li>Où est-ce qu’il…… </li></ul><ul><li>Qu’est-ce que tu …… quand……. </li></ul>
    40. 41. Cue cards <ul><li>Words </li></ul><ul><li>Pictures </li></ul><ul><li>Or a combination….. </li></ul><ul><li>Just a minute </li></ul><ul><li>Twenty questions </li></ul><ul><li>Discard </li></ul>Activities
    41. 42. mais et car parce que cependant aussi par contre d’un côté de l’autre côté néanmoins C’est à dire je pense que je crois que selon moi à mon avis
    42. 43. aber und denn weil jedoch auch im Gegensatz auf der einen Seite Auf der anderen Seite trotzdem Ehrlich gesagt Ich denke, dass Meiner Meinung nach Meiner Ansicht nach Ich glaube, dass
    43. 44. Mes Vacances Discuss your holidays with a partner. You will need to ask and answer questions. Try to keep the conversation going…… Quand Comment Où Avec qui Combien de temps Est-ce que….. With thanks to Rachel Hawkes
    44. 45. And finally, do………. <ul><li>Familiarize yourself fully with the specification </li></ul><ul><li>Check with the board if you are unsure of anything </li></ul><ul><li>Make sure that everyone knows what is required </li></ul><ul><li>Use exemplar material to model answers/illustrate grade criteria </li></ul><ul><li>Make sure that controlled assessment tasks give pupils sufficient opportunity to demonstrate ability at the highest level. </li></ul><ul><li>Share resources and build up a bank eg of starter activities to practise specific skills </li></ul>
    45. 46. Do………. <ul><li>Consult board’s FAQ (if applicable) </li></ul><ul><li>Re-use old exam papers </li></ul><ul><li>Use your VLE to support your pupils’ learning </li></ul><ul><li>Read examiner’s reports when they are published </li></ul><ul><li>Be tempted to infringe regulations </li></ul><ul><li>Throw away old exam papers </li></ul>Don’t………. http://lizfotheringham.wordpress.com

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