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The four skills in the KS3 Programme of Study
a) speak coherently and confidently, with increasingly
accurate pronunciation and intonation
b) transcribe words and short sentences
that they hear with increasing accuracy
c) listen to a variety of forms of spoken language to
obtain information and respond appropriately
d) read literary texts in the language [such as stories, songs, poems
and letters], to stimulate ideas, develop creative expression and
expand understanding of the language and culture
e) write prose using an increasingly wide range of grammar and
vocabulary, write creatively to express their own ideas and
opinions, and translate short written text accurately into the
foreign language.
g) initiate and develop conversations, coping with unfamiliar
language and unexpected responses, making use of important
social conventions such as formal modes of address
h) read and show comprehension of original and adapted materials
from a range of different sources, understanding the purpose,
important ideas and details, and provide an accurate
English translation of short, suitable material](https://image.slidesharecdn.com/linguascope2018-180204202932/85/Linguascope2018-17-320.jpg)
Uploaded byIsabelle Jones
Linguascope2018
This PowerPoint presentation discusses developing language learners' independence through creative grammar instruction. It covers teaching grammar concepts like gender, plurals, adjectives and verb conjugation using literature, music and ICT. Various translation activities for KS3 are proposed, including translating sentences, gap fills, and musical translation. The presentation emphasizes motivating students and helping them apply grammar concepts independently in their speaking and writing.
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Linguascope2018
- 1. Powerpoint Templates Page 1 PowerpointTemplates Creative Grammar: Developing Language learners’ independence Isabelle Jones, Head of Languages @icpjones icpjones@yahoo.co.uk http://isabellejones.blogspot.com
- 2. Powerpoint Templates Page 2 Grammarknowledge = Word Power? • Teaching grammar: What how when? • Learning and Teaching key patterns and structures: translation, music, literature and ICT • More opportunities to apply grammar creatively with a focus on developing independent speaking and writing skills. Link with changes at KS2 and KS5?
- 3. Powerpoint Templates Page 3 Keyfactors • Gradual implementation of KS2 PoS • End of National Curriculum levels at KS3 • End of the Controlled Assessment at KS4 • Focus on productive skills • Understanding of grammar and translation (use of reference materials) • Motivation and compulsion What have been their impact on our KS3 and KS4 teaching?
- 4. Powerpoint Templates Page 4 Keyfactors • Gradual implementation of KS2 PoS Basic understanding of grammar (gender-noun-verb- adjective) already in place? • End of National Curriculum levels at KS3 Put sentence-building at the centre of assessment? • End of the Controlled Assessment at KS4 Regular extended writing practice/ speaking opportunities/ application of grammatical concepts. • Focus on productive skills Need to develop independent language learning skills. • Grammar and translation More work at sentence and paragraph level at KS3. • Creating independent language learners Early training to use reference materials independently. • Motivation and compulsion Provide wide ranges of approaches to get pupils to speak and write and develop their linguistic self- esteem.
- 5. Powerpoint Templates Page 5 WordPower? Teaching grammar and pronunciation using Literature, Music and ICT
- 6. Powerpoint Templates Page 6 Whatis grammar? Word: vocabulary, etymology Sentence: verbs, clauses Text: connectives How do I feel about grammar?
- 7. Powerpoint Templates Page 7 “Understandbasic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentencesbuild sentences; and how these differ from or are similar to English.” http://www.bbc.co.uk/programmes/p01vzml5 (Spanish) http://www.bbc.co.uk/programmes/p01sxkbj (French) http://www.bbc.co.uk/programmes/p01ymm8z (German) KS2 PoS
- 8. Powerpoint Templates Page 8 Noticingand understanding gender Pupils should… • see the difference •understand the difference •hear the difference •pronounce the difference •recall the difference
- 9. Powerpoint Templates Page 9 Makingnouns plural • le doigt • les doigts • la jambe • les jambes • le bras • les bras • la main • les mains
- 10. Powerpoint Templates Page 10 Lookingat adjectives-1 (KS2) • Identify adjectives in French • Notice word order for adjectives of colour • Notice word order for wider range of adjectives • Notice sound and spelling of adjectives can change
- 11. Powerpoint Templates Page 11 Lookingat adjectives-2 (KS2) • Develop understanding of word order of a range of adjectives • Develop understanding of why spelling of familiar adjectives can change • Begin to apply this knowledge independently
- 12. Powerpoint Templates Page 12 Conjugationof verbs Je porte Tu portes Il/elle porte Nous portons Vous portez Ils/elles portent
- 13. Powerpoint Templates Page 13 Grammarat KS2 • Identify opportunities linking with other areas of learning • it is age-appropriate • it links with areas of literacy taught in English
- 14. Powerpoint Templates Page 14 KS2pupils should (ideally)….. •be curious about the new language •recognize links between the new language and other language(s) they know •notice patterns and differences •want to create more interesting sentences •start to use inference when encountering new language •start to adapt and manipulate language for self-expression •arrive in Y7 with enthusiasm for language learning What specific grammar would you expect them to have some knowledge of?
- 15. Powerpoint Templates Page 15 WordPower? Pupils should come to us from KS2 with some idea about… Definite article/indefinite article Plurals Question forms Forming the negative Position of adjectives Agreement of adjectives
- 16. Powerpoint Templates Page 16 WordPower? Practical ways to teach sentence-building? Human sentences Lego Using animation (ppt) Colour-coding Paper chains
- 17. Powerpoint Templates Page 17 Thefour skills in the KS3 Programme of Study a) speak coherently and confidently, with increasingly accurate pronunciation and intonation b) transcribe words and short sentences that they hear with increasing accuracy c) listen to a variety of forms of spoken language to obtain information and respond appropriately d) read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture e) write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language. g) initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address h) read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
- 18. Powerpoint Templates Page 18 Whatis Literature? short stories new articles songs adverts, posters magazine articles publications scenes from plays poetry/song lyrics poem forms such as haiku fairy tales rhymes tongue twisters letters myths and legends Cartoon strips, comics proverbs jokes http://all-literature.wikidot.com/
- 19. Powerpoint Templates Page 19 Dictation Lesamedi, mon amie Paule donne des cours de français aux petits garçons qui habitent à côté. Ils s’appellent…… …Paul… et Nicolas. Paule n’est pas mariée et n’a pas d’enfants, parce qu’elle s’occupe de son père qui est très âgé. When did you realise a particular word was masculine, feminine or plural? La dictée
- 20. Powerpoint Templates Page 20 Thesound of language Extract from “Chant song”, Jacques Prévert, Spectacle Moon lune chant song rivière rêveur garden river rêve dream mer sea Thank you moon lune thank you mer sea Moon lune chant song rivière river garden rêveur Children enfant mer sea time temps Oh flower girl children enfant oh yes je t’aime Je t’aime tant t’aime tant t’aime tant time temps time temps time temps time temps et tant et tant et tant et tant et tant… et temps.
- 21. Powerpoint Templates Page 21 Thesound of language L’amiral Jacques Prévert, Parole L’amiral Larima Larima quoi la rime à rien l’amiral Larima l’amiral Rien.
- 22. Powerpoint Templates Page 22 AnaTijoux: Las horas • http://www.youtube.com/watch?v=HnRywV8Hh-U Hace horas que te espero y hace horas no te veo hace horas que te quiero pero hace horas que te pierdo hace horas que te espero y hace horas no te veo hace horas que te quiero pero hace horas que te pierdo Hace horas que te pierdo en esta esquina solo me acompaña esta tímida neblina el sabor de tus besos impregnados al vapor de este solitario invierno quizás me olvidaste o quizás la verdad tú solo me borraste este amor es un chiste triste triste como se siente cuando todo lo perdiste la miel la piel y el riel cual es el sentido cuando la vida luego es tan cruel dame más tiempo frecuento un momento juro que mi sombra será tan discreta como tu silencio pero nunca me respondes … Sound, stress and accents
- 23. Powerpoint Templates Page 23 Wordsand phrases • Etymology: prefixes & suffixes • http://www.etymonline.com/index.php • Idioms (lost in translation language) • «awkward English» • Set phrases and expressions • http://www.tv5.org/cms/chaine-francophone/lf/p-11171-Les-expressions-imagees-d-Archibald.htm • http://enseigner.tv5monde.com/fle/les-expressions-francaises-le-corps • http://www.youtube.com/watch?v=yUHtmKLIAnY (mind mistake and slang)
- 24. Powerpoint Templates Page 24 LanguageAwareness starters • Jar, coffee, sugar • Sky, leg, wife • Pill, wagon • Damp, luck • Shampoo, bungalow, cot • Umbrella, piano, corridor • Tent, café, route • Rose, atlas, museum Which languages have these been borrowed from? Pronunciation/ Spelling/ Use of vowels and consonants/ Etymology Arabic Norwegian/ Danish Dutch German Hindi Italian French Greek
- 25. Powerpoint Templates Page 25 CreativeGrammar: Music and rhythm Made-up songs for a specific purpose *learning specific vocabulary and structure Use ready-made songs: http://www.youtube.com/watch?NR=1&v=3kWwS1 j’ai tu as http://www.youtube.com/watch?v=sQyY8Cak5Ps Soy una pizza Download your own beats and learn vocabulary to rhythm… http://trumental.com/beats?ref=news#18630=2015
- 26. Powerpoint Templates Page 26 MusicalgrammarMusical grammar • Why do I like this song? How does it make me feel? • What is the general theme of the song? Is it appropriate for my class? Can it enhance cultural awareness? • Are the words clear? Is there any slang in the song? • What is the image of the singer? (age/ style) • How typically French, Spanish, Algerian, Colombian… are they/ is their music? • What structures are repeated in the chorus? • What tenses are used in the song? • How memorable is their official music video? • Is it a distraction?
- 27. Powerpoint Templates Page 27 MusicalgrammarMusical grammar • Spotify revision lists: • Révisions musicales (French) icpjones • https://open.spotify.com/user/11172301554/play 7pDMytH35drKSOBqKKoidG • Repasamos el español (Spanish) icpjones • https://open.spotify.com/user/11172301554/play 2eJ8CoNfHuLo8YKCp1wFMl
- 28. Powerpoint Templates Page 28 Translationat KS3 • How would you define translation within the context of a task at KS3? • What is the rationale for using translation from and into English at KS3? • What translation tasks do you already do with your KS3 classes?
- 29. Powerpoint Templates Page 29 Translationat KS3 • KS3 translation: “rendering of words, grammatical structures and short text into English or the TL”
- 30. Powerpoint Templates Page 30 Translation intothe Target Language • Tests the use of suitable vocabulary in context ; • Provides pupils with an opportunity to develop their ability to apply the grammatical structures learnt that are specific to the Target Language ; • Provides an opportunity for pupils to reflect on the similarities and differences between languages in terms of vocabulary and structure ; • Supports the active development of writing and speaking skills in the target language (through de- construction and re-construction) ; • Enables students to understand language structure better and be more creative and accurate when manipulating the language independently.
- 31. Powerpoint Templates Page 31 Translation intoEnglish • Helps pupils develop a wider range of comprehension strategies • Provides a way of demonstrating understanding of texts • Provides an opportunity for pupils to consolidate their literacy skills in their own language by paraphrasing a text or other stimulus in the TL. • Provides an opportunity for pupils to develop greater intercultural awareness and understanding • Provides an opportunity for pupils to develop an awareness of linguistic structure and overlaps/ gaps in meanings.
- 32. Powerpoint Templates Page 32 Translationactivities • Vocabulary test • Oral /written dominoes (words or phrases) • Gap-fill exercise • Translation of sentences illustrating a specific grammatical point • Find the English phrases in the T L text • Redraft someone else’s translation English => TL TL => English • Vocabulary test • Oral /written dominoes (words or phrases) • Redraft someone else’s translation • Add titles (in English) to text in T L • Paraphrase or summarise • Question and answer in English • True / false or multiple choice • Subtitles TL use in danger?
- 33. Powerpoint Templates Page 33 Musicaltranslation *Compare words in the song with transcript-correct mistakes *Compare words in the song with the translation-what has been changed? Why? *Cover versions of popular songs are useful as they encourage reflection on translation. Kevin, Karla y la banda-YouTube http://www.youtube.com/user/kvnvasque z/videos
- 34. Powerpoint Templates Page 34 WreckingBall" We clawed, we chained our hearts in vain We jumped never asking why We kissed, I fell under your spell. A love no one could deny Don't you ever say I just walked away I will always want you I can't live a lie, running for my life I will always want you I came in like a wrecking ball I never hit so hard in love All I wanted was to break your walls All you ever did was wreck me Yeah, you, you wreck me I put you high up in the sky And now, you're not coming down It slowly turned, you let me burn And now, we're ashes on the ground Don't you ever say I just walked away I will always want you I can't live a lie, running for my life I will always want you En vano hoy mi corazón saltó, Pero sin preguntar, hoy te besé Un hechizo fue Amor, no lo puedo negar No me digas que sólo me alejé Yo siempre te amaré Ya no mentiré, por ti escaparé Yo siempre te amaré Es como una Demolición Golpea fuerte el corazón cada muro en mi derribas hoy lo único que hiciste tu, fue destruir sólo, fue destruir Te puse en lo alto de Cielo Y ahora no bajarás Esto cambio el fuego Me quemó Cenizas quedarán No me digas que sólo me alejé Yo siempre te amaré Ya no mentiré, por ti escaparé Yo siempre te amaré https://www.youtube.com/watch?v=U7bGGdcEruA
- 35. Powerpoint Templates Page 35 ALevel-FrancophonemusicALevel-Francophone music • Introduction-from Jacques Brel to Stromae • Ne me quitte pas/ Formidable • http://www.youtube.com/watch?v=Sk7_HY9svAw • https://www.youtube.com/watch?v=S_xH7noaqTA • Compare themes • Compare their backgrounds, personalities and how they convey their emotions in the video • Compare the language used (standard/ slang) • Study the different tenses used in song/ time frames? • KS3/4 Gap-fill exercise: • Alors on danse • Ne me quitte pas
- 36. Powerpoint Templates Page 36 EssentialLinksEssential Links • Karaoke! • http://www.lyricstraining.com • Fill in the gap exercises (10%, 30% or transcription) • All songs graded for difficulty • All authentic songs with YouTube videos • Ipad/iphone apps: Discovr Music • Shazam! (for lyrics)
- 37. Powerpoint Templates Page 37 EssentialLinksEssential Links • http://chansons-fr.com/ blog with French songs-videos and lyrics • http://www.lepointdufle.net/chansons.htm Links to French videos, lyrics and activities • http://www.tv5.org/cms/chaine-francophone/Musique/p-142 (for French) • http://www.musique-de-la-semaine.eu/index.html Keeping up to date with French music • http://formespa.rediris.es/canciones/ Spanish songs, videos and activities • http://platea.pntic.mec.es/cvera/hotpot/chansons/index.htm Carmen Vera (French) • http://elmundodebirch.wikispaces.com/Spanish+Music+Da Sharon Birch (Spanish) • http://www.todoele.net/canciones/Cancion_list.asp Todo ELE (Spanish) • https://www.mindmeister.com/fr/23760404/la-musique-en-f (mindmap) • http://www.profedeele.es/ (blog with resources)
- 38. Powerpoint Templates Page 38 Toolsto encourage playfulness with language (and embed grammatical knowledge) Listen to it Say it Read it Understand it De-construct it Re-construct it Create something different from it
- 39. Powerpoint Templates Page 39 Toolsto encourage playfulness with language Poetry: Does not have to rhyme (writing-exploring a topic) Using rhymes (speaking-exploring the sounds of the language, reinforcing patterns) Rhyming dictionary (online or app) http://www.dicodesrimes.com/ http://dictionnaire-des-rimes.fr/ http://buscapalabras.com.ar/rimas.php https://itunes.apple.com/es/app/pocket-rhymer/id338095684?mt=8 (fr-sp-Gr-it-En Puns and jokes: Cultural references Sounds of the language Double meaning Carambar jokes http://blague.carambar.free.fr/blagues/blague.html Lepe http://www.1000chistes.com/chistes-de-lepe Tongue twisters: Great for pronunciation practice http://trabalenguasenespanol.com/ http://michel.buze.perso.neuf.fr/lavache/virelangues.htm http://www.tv5.org/TV5Site/publication/publi-39-Les_virelangues.htm Translation and creativity
- 40. Powerpoint Templates Page 40 WordPower? More opportunities for creative expression with a focus on developing independent speaking and writing skills *Use of grammar terminology to access reference materials & understanding of different types of verbs: infinitive endings, reflexive verbs, transitive verbs, Intransitive verbs, stem changes, order of pronouns in verb tables, tense recognition and concept. *Reward the correct use of verbs in full sentences (stage 1) *Reward the correct use of a range of verbs (stage 2) *Reward the correct use of a range of verbs in different persons & different tenses (stage 3)
- 41. Powerpoint Templates Page 41 WordPower? More opportunities for creative expression with a focus on developing independent speaking and writing skills Schemes of Work update: Prioritise grammatical concepts 1) Choose your receptive/ productive priorities for verbs e.g. Y7 : productive: Present tense, regular/irregular, questions and Negatives, introduction to full verb paradigm, practice of the verb forms for I, you (singular), he/she, we, you (plural) they. 2) Reinforcement of adjectival agreement: masculine/ feminine and singular/ plural (applied to productive skills) 3) Incidental grammar linked with content e.g. pronouns, determiners/articles…
- 42. Powerpoint Templates Page 42 Playfulnesswith language Premier jour Jacques Prévert, Parole Des draps blancs dans une armoire Des draps rouges dans un lit Un enfant dans sa mere Sa mère dans les douleurs Le père dans le couloir Le couloir dans la maison La maison dans la ville La ville dans la nuit La mort dans un cri Et l’enfant dans la vie. Une histoire?
- 43. Powerpoint Templates Page 43 Playfulnesswith language Le message Jacques Prévert, Parole La porte que quelqu’un a ouverte La porte que quelqu’un a refermée La chaise où quelqu’un s’est assis Le chat que quelqu’un a caressé Le fruit que quelqu’un a mordu La lettre que quelqu’un a lue La chaise que quelqu’un a renversée La porte que quelqu’un a ouverte La route où quelqu’un court encore Le bois que quelqu’un traverse La rivière où quelqu’un se jette L’hôpital où quelqu’un est mort. Grammar/Narrative/Art/Film
- 44. Powerpoint Templates Page 44 UNINVENTAIRE A LA PREVERT • Vous ne ferez pas de phrases complètes, mais une liste de thèmes, objets, sentiments, personnes, actions…ayant rapport à l’amour. • ·Nombre de vers : maximum 20 • Vous utiliserez des allitérations et/ou des assonances. • Utilisez au moins trois mots de chacune des listes suivantes dans votre poème : ► adjectifs : ému, heureux, ensorcelé, amusé, ébloui, séduit, amoureux, fasciné, fou ► verbes : embrasser, murmurer, serrer contre soi, manquer, cajoler, penser à, tomber sous le charme de… ► adverbes : tendrement, doucement, amoureusement, passionnément, follement, affectueusement, intensément ► substantifs : la passion, l’amour, la flamme, la rencontre, la femme de ma vie, l’homme idéal, le coup de foudre.
- 45. Powerpoint Templates Page 45 Unverbe : Aimer • 1. Un regard, une rencontre... un été, un sourire… 2. un numéro, un mail, une attente, un souvenir… 3. un appel, une voix, un début, un rencard… 4. un horaire, un endroit, une venue, un espoir… 5. une terrasse, un café, un dialogue, un moment… 6. un soleil, une lumière, un cœur, un battement… 7. une seconde, une minute, une heure, un plaisir… 8. un au-revoir, une prochaine, une promesse, un désir.. 9. un après, une durée, une patience, un silence.. 10. un doute, un pourquoi, un regret, une distance.. 11. un retour, une surprise, un déluge, une marée.. 12. une suite, une envie un projet.. une soirée.. 13. une pleine lune, une virée, un instant, une pulsion.. 14. un frôlement, un baiser, une magie ... Un frisson... 15. un accord, un avenir, une force, • une destinée.. 16. une étoile, un poème • et un verbe "aimer" http://www.youtube.com/watch?v=V5FFtxl18ck
- 46. Powerpoint Templates Page 46 Diamondpoems noun adjective adjective verb verb verb adjective adjective noun
- 47. Powerpoint Templates Page 47 Diamondpoems Le temps La pluie torentielle froide tombe est plane épais mystérieux Le brouillard Invente les règles pour les accords… Infinitifs/ conjugués/ verbes pour les deux noms…
- 48. Powerpoint Templates Page 48 WordPower and ICT Maximise the use of digital and mobile learning tools to encourage students’ creativity and independence.
- 49.
- 50. Powerpoint Templates Page 50 Realor fake technology? Visual support & Engagement Classtool.net http://classtools.net/ Site with templates for resources to be printed or put on a blog or a VLE. Drama!
- 51. Powerpoint Templates Page 51 CreativeWriting Decide Now! app https://itunes.apple.com/gb/app/decide-now!/id383718755?mt=8
- 52. Powerpoint Templates Page 52 •Writeabout it: newspaper article/ letter/presentation to penpal/ blog post/ short play/ poem/ story for young audience. http://mfl- storybirds.wikispaces.com/French+Storybirds •Talk about it: record an interview/ podcast (dialogue, News report, drama...) audio/ video •Apply imagination Nightmare holiday/day, Famous for a day: who/what/why, Life Swap (dice), School of the future, My film (dice) Summer/ Winter uniform.. Extended Writing
- 53. Powerpoint Templates Page 53 Flipyour lesson! Identify and create resources for pupils to have access to key Vocabulary and structures before the lesson: How would you do this? Pros & cons? How does this approach support the development of pupils’ independence?
- 54. Powerpoint Templates Page 54 Flipyour lesson! Traditional resources and references: Free Collins online dictionary http://www.collinsdictionary.com/dictionar y/english?showCookiePolicy=true Text-to-speech: http://text-to-speech.imtranslator.net/ Reading support: http://lingro.com/ Related articles: http://twitter.com/AESG_MFL
- 55. Powerpoint Templates Page 55 Flipyour lesson! https://www.pinterest.com/icpjones/
- 56.
- 57. Powerpoint Templates Page 57 Grammarknowledge = Word Power? • Teaching grammar: What how when? • Learning and Teaching key patterns and structures: translation, music, literature and ICT • More opportunities to apply grammar creatively with a focus on developing independent speaking and writing skills. Link with changes at KS2 and KS5?
- 58. Powerpoint Templates Page 58 Keyfactors • Gradual implementation of KS2 PoS • End of National Curriculum levels at KS3 • End of the Controlled Assessment at KS4 • Focus on productive skills at GCSE and need to create independent language learners • Need for pupils to apply grammar accurately in writing and translation • Motivation and compulsion Audit: How have you been personally affected by… ACTION!
- 59. Powerpoint Templates Page 59 PowerpointTemplates Creative Grammar: Developing Language learners’ independence Isabelle Jones, Head of Languages @icpjones icpjones@yahoo.co.uk http://isabellejones.blogspot.com