Sh Workshop Net

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Sh Workshop Net

  1. 1. Engaging contexts for secondary learners <ul><li>Steph Hopkins </li></ul><ul><li>AST in MFL </li></ul><ul><li>Farnborough, Hampshire </li></ul><ul><li>www.shopkins.wordpress.com </li></ul>
  2. 2. How this session supports the new curriculum <ul><li>“ New” curriculum, new approach </li></ul><ul><li>Opportunity to focus on what kind of linguists we want to create </li></ul><ul><li>Reflection on how to achieve this - doing what we know works </li></ul><ul><li>My focus - creativity, engagement, ICT, independence, communication skills… </li></ul>
  3. 3. Beginning the journey <ul><li>Empower students to read - decoding, independence </li></ul><ul><li>Sound-spelling links, phonics </li></ul><ul><li>Improved confidence in pronunciation, reading, listening (deciphering what they hear) and improved writing from awareness of phoneme-grapheme relationship </li></ul><ul><li>“ Perfect reading” example - Year 10 </li></ul>
  4. 4. Linking L1 to L2 <ul><li>Contrasting sounds/spellings </li></ul><ul><li>Lesson starters </li></ul><ul><li>Focus on commonly mispronounced words eg. cognates </li></ul>
  5. 5. Using rhythm to support learning <ul><li>Comment ça s’écrit? </li></ul><ul><li>Quel âge as-tu? </li></ul><ul><li>C’est quand, ton anniversaire </li></ul><ul><li>Qu’est-ce qu’il y a à faire? </li></ul><ul><li>Il y a beaucoup de choses à faire </li></ul><ul><li>Il n’y a pas grand chose à faire! </li></ul><ul><li>Long sentences, asking questions </li></ul><ul><li>Kinesthetic learners, memory retention </li></ul><ul><li>Awareness of syllables, pronunciation </li></ul>Encore!
  6. 6. Using song to support learning <ul><li>Purpose? </li></ul><ul><li>Repetition, structure, memory, fun, listening… </li></ul><ul><li>Strong rhythms, catchy classics… </li></ul><ul><li>Downloads, karaoke tracks, copyright… </li></ul>
  7. 7. www. lomastv .com Warning: This song gets in your head… and the pupils’! P1: “This would be good in English Miss!” P2: “No, it wouldn’t work because….”
  8. 8. <ul><li>Relevance </li></ul><ul><li>Quantity of language </li></ul><ul><li>Motivation </li></ul><ul><li>Achievement </li></ul>Immersion teaching - Music through the medium of French
  9. 9. <ul><li>Interesting, compelling and relevant context for KS4 </li></ul><ul><li>Internet safety as starting point </li></ul><ul><li>Media awareness - “Jouer sans se faire jouer” avec les trois cybercochons! </li></ul><ul><li>Dating role plays - “Extra” - Sam goes dating </li></ul><ul><li>Match.com! </li></ul>Internet Dating!
  10. 10. Acknowledgements <ul><li>Research on reading and music: </li></ul><ul><li>www.brainconnection.com </li></ul><ul><li>Excellent practice: </li></ul><ul><li>Leigh McClelland (song) - Comberton </li></ul><ul><li>Rachel Hawkes (phonics work) - Comberton </li></ul>
  11. 11. Plenary <ul><li>How does what you have seen reflect a “new curriculum” approach? </li></ul><ul><li>How and where might these techniques fit into your schemes of work? </li></ul><ul><li>What is your “wish-list” for creative and engaging activities that promote independence and support communication? </li></ul><ul><li>www.shopkins.wordpress.com </li></ul>

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