Wordpower for ks3

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Word Power!

A toolkit to prepare KS3

for changes at KS4

Isabelle Jones, Head of Languages

@icpjonesicpjones@yahoo.co.uk http://isabellejones.blogspot.com

Word Power?

• 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?

Key factors

• 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?

Key factors

• Gradual implementation of KS2 PoSBasic understanding of grammar (noun-verb-adjective)

already in place?

• End of National Curriculum levels at KS3Put sentence-building at the centre of assessment?

• End of the Controlled Assessment at KS4Regular extended writing practice/ speaking

opportunities.

• Focus on productive skillsNeed to develop independent language learning skills.

• Grammar and translationMore work at sentence and paragraph level at KS3.

• Creating independent language learnersEarly 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.

Word Power?

Teaching grammar and pronunciation using Literature, Music and ICT

What is grammar?

Word: vocabulary, etymology

Sentence: verbs, clauses

Text: connectives

How do I feel about grammar?

“Understand basic 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

Word Power?Practical ways to teach sentence-building?

Human sentencesLegoUsing animation (ppt)Colour-codingPaper chains

Word Power?Pupils should come to us from KS2 with some idea about…

Definite article/indefinite articlePluralsQuestion formsForming the negativePosition of adjectivesAgreement of adjectives

What is Literature?short storiesnew articlessongsadverts, postersmagazine articlespublicationsscenes from playspoetry/song lyricspoem forms such as haikufairy talesrhymestongue twisterslettersmyths and legendsCartoon strips, comicsproverbsjokes

http://all-literature.wikidot.com/

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

Tools for Linguistic Creativity

The way words lookThe way words soundThe way words interact with each otherBeing playful with the links between languages

Phonic grids

Adapted from Rachel Hawke’s idea for Spanishhttp://www.rachelhawkes.com/

Dictation

Le samedi, 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

The sound of language

Extract from “Chant song”, Jacques Prévert, Spectacle

Moon lunechant songrivière rêveurgarden riverrêve dreammer sea

Thank youmoon lunethank youmer sea

Moon lunechant songrivière rivergarden rêveurChildren enfantmer seatime temps

Oh flower girlchildren enfantoh yes je t’aimeJe t’aime tantt’aime tantt’aime tanttime tempstime tempstime tempstime tempset tant et tantet tant et tantet tant…

et temps.

The sound of language

L’amiral Jacques Prévert, Parole

L’amiral LarimaLarima quoila rime à rienl’amiral Larimal’amiral Rien.

Ana Tijoux: 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 andaccents

Words and 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)

Idiomatic phrases and sayings

Fluency?

2000 everyday English expressions translated into FrenchAnother 2000 everyday English expressions translated intoFrench

Kit Brett

Free Podcasts

http://www.frenchbyrepetition.co.uk/

Language Awareness 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

ArabicNorwegian/ DanishDutchGerman

HindiItalian

FrenchGreek

Creative Grammar:Music and rhythm

Made-up songs for a specific purpose

*learning specific vocabulary and structureUse ready-made songs:http://www.youtube.com/watch?NR=1&v=3kWwS1_Kark&feature=endscreen j’ai tu ashttp://www.youtube.com/watch?v=sQyY8Cak5Ps Soy una pizzaDownload your own beats and learn vocabularyto rhythm…http://trumental.com/beats?ref=news#18630=20150529-FreeSpirit

Musical grammarMusical 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?

Translation at 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?

Translation at KS3

• KS3 translation: “rendering of words, grammatical structures and short text into English or the TL”

Translation at KS3into 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.

Translation at KS3into 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.

KS3 Translation 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?

Musical translation *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/kvnvasquez/videos

Wrecking Ball"

We clawed, we chained our hearts in vainWe 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 awayI will always want you

I can't live a lie, running for my lifeI will always want you

I came in like a wrecking ballI never hit so hard in love

All I wanted was to break your wallsAll you ever did was wreck me

Yeah, you, you wreck meI put you high up in the sky

And now, you're not coming downIt slowly turned, you let me burn

And now, we're ashes on the groundDon't you ever say I just walked away

I will always want youI 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 alejéYo 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

Essential LinksEssential 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)

Essential LinksEssential 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-14241-Musique.htm (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+Database Sharon Birch (Spanish)

• http://www.todoele.net/canciones/Cancion_list.asp Todo ELE (Spanish)

• https://www.mindmeister.com/fr/23760404/la-musique-en-france (mindmap)

• http://www.profedeele.es/ (blog with resources)

Tools to encourage playfulness with language

Listen to itSay itRead itUnderstand itDe-construct itRe-construct itCreate something different from it

Tools to 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 referencesSounds of the languageDouble meaning

Carambar jokes http://blague.carambar.free.fr/blagues/blague.html Lepehttp://www.1000chistes.com/chistes-de-lepe

Tongue twisters:

Great for pronunciation practicehttp://trabalenguasenespanol.com/ http://michel.buze.perso.neuf.fr/lavache/virelangues.htmhttp://www.tv5.org/TV5Site/publication/publi-39-Les_virelangues.htm

Translation and creativity

Word Power?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)

Word Power?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 verbse.g.

Y7 : productive: Present tense, regular/irregular, questions andNegatives, 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…

Playfulness with language

Premier jour Jacques Prévert, Parole

Des draps blancs dans une armoireDes draps rouges dans un litUn enfant dans sa mereSa mère dans les douleursLe père dans le couloirLe couloir dans la maisonLa maison dans la villeLa ville dans la nuitLa mort dans un criEt l’enfant dans la vie.

Une histoire?

Playfulness with language

Le message Jacques Prévert, Parole

La porte que quelqu’un a ouverteLa porte que quelqu’un a referméeLa chaise où quelqu’un s’est assisLe chat que quelqu’un a caresséLe fruit que quelqu’un a morduLa lettre que quelqu’un a lueLa chaise que quelqu’un a renverséeLa porte que quelqu’un a ouverteLa route où quelqu’un court encoreLe bois que quelqu’un traverseLa rivière où quelqu’un se jetteL’hôpital où quelqu’un est mort.

Grammar/Narrative/Art/Film

UN INVENTAIRE 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.

Un verbe : 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

Diamond poems

adjective adjective

verb verb verb

adjective adjective

Diamond poemsLe 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…

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

KenningsA kenning 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 jardinUn ordinateurUn teléfonoUn amigo

Spontaneous SpeakingProvide 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)

Word Power?

Maximise the use of digital and mobile learning tools to encourage students’ creativity and independence.

Text-to-speech http://text-to-speech.imtranslator.net/

Word clouds &Calligrammes

• Wordle http://www.wordle.net

• Tagxedo http://www.tagxedo.com/

Supporting and Recording Creative Talk

http://www.easi-speak.org.uk/ http://audacity.sourceforge.net/

http://www.voki.com Tellagami (app) Ppt recording function

Real or 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!

Creative Writing

Decide Now! app

https://itunes.apple.com/gb/app/decide-now!/id383718755?mt=8

•Write about 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 imaginationNightmare holiday/day, Famous for a day: who/what/why,Life Swap (dice), School of the future, My film (dice) Summer/ Winter uniform..

Extended Writing

Flip your 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?

Flip your lesson!Traditional resources and references:

Free Collins online dictionary

http://www.collinsdictionary.com/dictionary/english?showCookiePolicy=true

Text-to-speech:

http://text-to-speech.imtranslator.net/ Reading support:

http://lingro.com/

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