Engaging contexts for secondary learners

Steph HopkinsAST in MFL

Farnborough, Hampshirewww.shopkins.wordpress.com

How this session supports the new curriculum

• “New” curriculum, new approach• Opportunity to focus on what kind of

linguists we want to create• Reflection on how to achieve this - doing

what we know works• My focus - creativity, engagement, ICT,

independence, communication skills…

Beginning the journey• Empower students to read - decoding,

independence• Sound-spelling links, phonics• Improved confidence in pronunciation, reading,

listening (deciphering what they hear) and improved writing from awareness of phoneme-grapheme relationship

• “Perfect reading” example - Year 10

Linking L1 to L2• Contrasting sounds/spellings• Lesson starters• Focus on commonly mispronounced words

eg. cognates

Using rhythm to support learning

• Co mme nt ça s ’é crit?• Q ue l â g e a s-tu?• C’e st q ua nd , to n

a nnive rsa ire

• Q u’e st-ce q u’il y a à fa ire ?

• Il y a b e a uco up d e ch o se s à fa ire

• Il n’y a p a s g ra nd cho se à fa ire !

• Long sentences, asking questions• Kinesthetic learners, memory retention• Awareness of syllables, pronunciation

Using song to support learning• Purpose?• Repetition, structure, memory, fun,

listening…• Strong rhythms, catchy classics…• Downloads, karaoke tracks, copyright…

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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….”

Immersion teaching -

Music through the medium of French

• Relevance• Quantity of language• Motivation• Achievement

Internet Dating!• Interesting, compelling and relevant

context for KS4• Internet safety as starting point• Media awareness - “Jouer sans se faire

jouer” avec les trois cybercochons!• Dating role plays - “Extra” - Sam goes

dating• Match.com!

AcknowledgementsResearch on reading and music:

www.brainconnection.comExcellent practice:

Leigh McClelland (song) - Comberton

Rachel Hawkes (phonics work) - Comberton

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Plenary• How does what you have seen reflect a

“new curriculum” approach?• How and where might these techniques fit

into your schemes of work?• What is your “wish-list” for creative and

engaging activities that promote independence and support communication?

www.shopkins.wordpress.com