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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/e8cz4idkrkgwax4ky87f-signature-8bc8afd92c5a91697c6990b533b56852121d6633055a1a7b42008804175ac7ee-poli-150706183929-lva1-app6892/85/Wordpower-for-ks3-11-320.jpg)
Uploaded byIsabelle Jones
Wordpower for ks3
This PowerPoint document discusses strategies for teaching languages at Key Stage 3 (KS3) in light of upcoming changes to the curriculum. It provides ideas for using literature, music, and digital tools to teach grammar creatively. Some key points discussed include the gradual implementation of the KS2 curriculum, the end of levels and controlled assessments, and developing independent language learning skills. Various techniques are presented for teaching sentence structure, vocabulary, pronunciation and translation through activities involving words, songs, pictures and movement.
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Wordpower for ks3
- 1. Powerpoint Templates Page 1 PowerpointTemplates Word Power! A toolkit to prepare KS3 for changes at KS4 Isabelle Jones, Head of Languages @icpjones icpjones@yahoo.co.uk http://isabellejones.blogspot.com
- 2. Powerpoint Templates Page 2 WordPower? • Teaching grammar and pronunciation using Literature, Music and ICT • More opportunities for creative expression with a focus on developing independent speaking and writing skills • Maximise the use of digital and mobile learning tools to encourage students’ creativity and independence. Link with changes at KS2 and KS4?
- 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 • Grammar and translation • Creating independent language learners • Motivation and compulsion What will be their impact on our KS3 teaching?
- 4. Powerpoint Templates Page 4 Keyfactors • Gradual implementation of KS2 PoS Basic understanding of grammar (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. • 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. What will be their impact on our KS3 teaching?
- 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.” KS2 PoS
- 8. Powerpoint Templates Page 8 WordPower? Practical ways to teach sentence-building? Human sentences Lego Using animation (ppt) Colour-coding Paper chains
- 9. Powerpoint Templates Page 9 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
- 10. Powerpoint Templates Page 10 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/
- 11. Powerpoint Templates Page 11 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
- 12. Powerpoint Templates Page 12 Toolsfor Linguistic Creativity The way words look The way words sound The way words interact with each other Being playful with the links between languages
- 13. Powerpoint Templates Page 13 Phonicgrids Adapted from Rachel Hawke’s idea for Spanish http://www.rachelhawkes.com/
- 14. Powerpoint Templates Page 14 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
- 15. Powerpoint Templates Page 15 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.
- 16. Powerpoint Templates Page 16 Thesound of language L’amiral Jacques Prévert, Parole L’amiral Larima Larima quoi la rime à rien l’amiral Larima l’amiral Rien.
- 17. Powerpoint Templates Page 17 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
- 18. Powerpoint Templates Page 18 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)
- 19. Powerpoint Templates Page 19 Idiomaticphrases and sayings Fluency? 2000 everyday English expressions translated into French Another 2000 everyday English expressions translated into French Kit Brett Free Podcasts http://www.frenchbyrepetition.co.uk/
- 20. Powerpoint Templates Page 20 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
- 21. Powerpoint Templates Page 21 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
- 22. Powerpoint Templates Page 22 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?
- 23. Powerpoint Templates Page 23 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?
- 24. Powerpoint Templates Page 24 Translationat KS3 • KS3 translation: “rendering of words, grammatical structures and short text into English or the TL”
- 25. Powerpoint Templates Page 25 Translationat KS3 into the 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.
- 26. Powerpoint Templates Page 26 Translationat KS3 into English • 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.
- 27. Powerpoint Templates Page 27 KS3Translation activities • 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?
- 28. Powerpoint Templates Page 28 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
- 29. Powerpoint Templates Page 29 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
- 30. Powerpoint Templates Page 30 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)
- 31. Powerpoint Templates Page 31 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)
- 32. Powerpoint Templates Page 32 Toolsto encourage playfulness with language Listen to it Say it Read it Understand it De-construct it Re-construct it Create something different from it
- 33. Powerpoint Templates Page 33 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
- 34. Powerpoint Templates Page 34 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)
- 35. Powerpoint Templates Page 35 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…
- 36. Powerpoint Templates Page 36 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?
- 37. Powerpoint Templates Page 37 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
- 38. Powerpoint Templates Page 38 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.
- 39. Powerpoint Templates Page 39 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
- 40. Powerpoint Templates Page 40 Diamondpoems noun adjective adjective verb verb verb adjective adjective noun
- 41. Powerpoint Templates Page 41 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…
- 42. Powerpoint Templates Page 42 Haikus En/core/de/ la/ pluie (5) Comme/ je/ pré/fére/ le/ so/leil… (7) Vi/ ve/ ment/ l’é/té (5) Expressions/ phrase complètes
- 43. Powerpoint Templates Page 43 Kennings Akenning is a form of metaphor, originally used in Anglo-Saxon and Norse poetry. In a kenning, an object is described in a two-word phrase, such as 'whale-road' for 'sea'. Some kennings can be more obscure than others, and are close to being a riddle. Un jardin Un ordinateur Un teléfono Un amigo
- 44. Powerpoint Templates Page 44 SpontaneousSpeaking Provide regular protected lesson time for this (beginning or end) or unplanned opportunities arising in the lesson. Give them something worth talking about-encourage banter? Reward participation and risk-taking-praise, merits, mentions in reports. This is WORK. Give them some tools-cross-topic phrases/ prompt Let them go.. Move away from over-correction. Encourage language recycling. Highlight key grammar from useful cross-topic phrases at appropriate times Group Talk (Greg Horton)
- 45. Powerpoint Templates Page 45 WordPower? Maximise the use of digital and mobile learning tools to encourage students’ creativity and independence.
- 46.
- 47. Powerpoint Templates Page 47 Wordclouds & Calligrammes • Wordle http://www.wordle.net • Tagxedo http://www.tagxedo.com/
- 48. Powerpoint Templates Page 48 Supportingand Recording Creative Talk http://www.easi-speak.org.uk/ http://audacity.sourceforge. net/ http://www.voki.com Tellagami (app) Ppt recording function
- 49. Powerpoint Templates Page 49 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!
- 50. Powerpoint Templates Page 50 CreativeWriting Decide Now! app https://itunes.apple.com/gb/app/decide-now!/id383718755?mt=8
- 51. Powerpoint Templates Page 51 •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
- 52. Powerpoint Templates Page 52 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?
- 53. Powerpoint Templates Page 53 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
- 54. Powerpoint Templates Page 54 Flipyour lesson! https://www.pinterest.com/icpjones/
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- 56. Powerpoint Templates Page 56 Keyfactors • Gradual implementation of KS2 PoS • End of National Curriculum levels at KS3 • End of the Controlled Assessment at KS4 • Focus on productive skills • Grammar and translation • Creating independent language learners • Motivation and compulsion What will be their impact on our KS3 teaching? ACTION!
- 57. Powerpoint Templates Page 57 WordPower? • Teaching grammar and pronunciation using Literature, Music and ICT • More opportunities for creative expression with a focus on developing independent speaking and writing skills • Maximise the use of digital and mobile learning tools to encouragge students’ creativity and independence.
- 58. Powerpoint Templates Page 58 PowerpointTemplates Word Power! A toolkit to prepare KS3 for changes at KS4 Isabelle Jones, Head of Languages @icpjones icpjones@yahoo.co.uk http://isabellejones.blogspot.com