some time with - all london
TRANSCRIPT
We can look forward to ..
Seeing some of my holiday photos
Hearing some stories
Joining in
‘Reflecting’ on things we might think are important
Some rhetorical questions
Which of these are highlighted in
schemes of work?
Choice, motivation, resilience, positive attitudes …
Surprise and delight
What can we tell learners they can
look forward to ?
In key stage 3?
In key stage 4?
After key stage 4?
Legends of the Fawkes 2016-17Stories I might tell you … if you´re good
Vespa in the night
Naked in Vienna
Window leaping (with cows)
Penguins at sunset
Fateful revenge
From capital of Empire …
Missing my birthday party
Geordie porter
Adultery in Flemish
I was a bear
Ticket to Ryde
My night with 12 Germans
and a French grandmother
The pivotal role motivation plays in language learning
is clear: ‘In a long term learning process such as the
mastery of a second language, the learner’s ultimate
success always depends on the level of motivation’
(Dörnyei, 2014).
… motivation, seen through a social constructivist
lens is synonymous with engagement; it is not about
individual intra-psychological traits, it is a matter of
volitional participation in social learning activity that is
dynamic and jointly-constructed. (Kaplan & Patrick,
2016).
My italics
Strategy # 3Teacher narrative
Sustaining the flow of the lesson
Making it personal
Trying to draw them in
Flexible, can drop in and out
Can include recent language
Can encourage spontaneity
TALES project
Looking forward ? Where is our focus?
Long and short view – for us and for them
I say ‘Us’
Lesson planning in sleep
Do we need more goals and targets?
Who are they for?
Who do they help?
or
Do learners need something bigger than learning
outcomes?
Sergei Polunin
https://www.youtube.com/watch?v=fO81ybhNvaM
‘… Whenever you have a goal and no reason behind
your goal, it’s going to end badly.’
Strategy # 5 Consider
What is the best story we can tell them?
This month / half-term we are going to …
Plan / run a show / Watch video
Produce a class magazine / or display / anthology
Read and review some real texts / Make a video
Do a Skype session with our twin / Tell stories/jokes
On the way there we will need to learn how to ..
What sort of thing would you like to learn to do?
Look out for surprises!
What Language teachers do
Expand horizons
Encourage
communication
Stimulate curiosity
Plan in steps
Develop interactions
Look for motivation
everywhere
Introduce other ways of doing
things
Inside, and beyond, the classroom
About life as well as language
Joining things up
Human and social skills
Need to know, need to do,
willingness to speak in TL
https://www.youtube.com/watch?v=rMbATaj7Il8
WHAT DO WE LIKE?
What do we like?
Smiley teeth
Seeing the world
Movement
Wind in hair
Open sky
Sense of going somewhere
Lyrics – where have we see these
before?
Lookin' for adventure
Whatever comes my way
Go make it happen
Maybe not …
Explode into space
Purpose of study
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
What motivates you?
In life in general?
In your teaching life?
In your language life?
Would you talk about that in class?
Seen in Ravello:
Strategy #8 : keep your eyes open
Table service is provided exclusively by the waiters. The
consummation is obligatory.
Hereford:
Vowles Close
an assessment scheme for Speaking?
One for French teachers
Quand il est vide
Je le plains;
Quand mon verre est plein,
Je le vide.
Raoul Ponchon (1848-1937)
Are your learners like this?
https://www.youtube.com/watch?v=O1D07dTILH0
Strategy # 10: Variety ?
Diverse themes / content?
Diverse approaches / activities?
Diverse directions / multiple sources?
Choice?
Anyone fancy a story yet?
Vespa in the night
Naked in Vienna
Window leaping (with cows)
Penguins at sunset
Fateful revenge
From capital of Empire …
Missing my birthday party
Geordie porter
Adultery in Flemish
I was a bear
Ticket to Ryde
My night with 18 Germans
and a French grandmother
All about me
Also things I have read (for you)
Underline the Power of Language
Caution – Grammar ahead!
Marcus Sedgwick, Blood red, snow
white
The typewriter was a marvel of miniaturization, made
from steel and rubber and ivory. A simple enough
thing, though to him, a miracle in itself, for in that box
was the potential to write everything that could ever
be written. Every word, every sentence, every
thought that could ever be, was waiting to be made
from the machine in the box. Every single idea ever
was in there. And that in itself was a wonderful idea.
Making Language – Michael Newby
OUP 1981
Grammar … is for doing things, not listening to
explanations
Grammar … is not just for writing
Strategy # 9 : Borrow
Grammar – messing about with
language – Strategy # 11?
Put the words in these sentences in the right order to
make a story in English
pile of bricks on sitting is PC Flidge a
has all out been night he
burglar chasing been has he
ran much than burglar faster the him
little having a rest is now he
Join two phrases / words via an
appropriate verb … for different effects
My Granny ………. in the bath
Write one in your TL and share it
Similarities – Language awareness
A cat was trapped up a tree – Two cats ….
I go and fetch a ladder – I went ….
He’s lost his balance – She’s lost ….
Write one in your TL and share it
Jacques Brel, Litanies pour un retour
https://www.youtube.com/watch?v=hW_tjm82ZAE
Link to phonics / spelling
Using grammatical cues
Look at text with gaps – predict / Listen
Look at text and predict
Mon coeur ma mie mon âme
Mon ciel mon feu ma flamme
Mon puits ma source mon val
Mon miel mon baume mon Graal
Mon blé mon or ma terre
Mon soc mon roc ma pierre
Ma nuit ma soif ma faim
Mon jour mon aube mon pain
Ma voile ma vague mon guide ma voix
Mon sang ma force ma fièvre mon moi
Mon chant mon rire mon vin ma joie
Mon aube mon cri ma vie ma foi
Mon coeur ma mie mon âme
Mon ciel mon feu ma flamme
Mon corps ma chair mon bien
Voilà que tu reviens
Jacques Brel, Litanies pour un retour
https://www.youtube.com/watch?v=hW_tjm82ZAE
Link to phonics / spelling
Using grammatical cues
Look at text with gaps and predict a word that might fit – length / sound /
meaning
Look at text and predict mon or ma or mes
Mon coeur ma mie m ? âme
Mon ciel mon feu m ? flamme
Mon puits ma source m ? val
Mon miel mon baume m ? Graal
Mon blé m ? or ma terre
Mon soc mon roc m ? pierre
Ma nuit m? soif ma faim
Mon jour mon aube m ? pain
Ma voile ma vague m ? guide m ? voix
Mon sang m ? force m ? fièvre mon moi
Mon chant mon rire m ? vin m ? joie
Mon aube mon cri m ? vie m ? foi
Mon coeur ma mie mon âme
Mon ciel mon feu ma voix
Mon puits ma source mon val
Mon miel mon baume mon Graal joie
Mon blé mon or ma terre flamme
Mon soc mon roc ma faim
Ma nuit ma soif ma pierre
Mon jour mon aube mon pain bien
Ma voile ma vague mon guide ma
Mon sang ma force ma fièvre mon moi
Mon chant mon rire mon vin ma
Mon aube mon cri ma vie ma foi
Mon coeur ma mie mon âme
Mon ciel mon feu ma flamme
Mon corps ma chair mon
Voilà que tu reviens
Barbara version
https://www.youtube.com/watch?v=r6nBEliPwnY
What famous dish do you think
was invented …
For a Queen of Naples
At a restaurant called Brandi
In 1889?
Curious?
After pizza – SPAG = GPS?
Details of the KS2 English SPAG (Spelling, Punctuation and Grammar)
tests can be found here:
https://www.gov.uk/government/publications/2016-key-stage-2-english-
grammar-punctuation-and-spelling-sample-test-materials-mark-scheme-
and-test-administration-instructions
Some examples :
Circle all the pronouns in the sentence below.
Tick one box to show which part of the sentence is a relative clause.
Tick one box in each row to show how the modal verb affects the
meaning of the sentence.
Tell a story
Here are the
sentence subjects:
A man ..
People ..
A cow ..
Etc.
Here are some
infinitives to help if
you want them:
To run, to jump, to
fall, to shout,
Etc.
LipSynch Enrique
https://www.youtube.com/wa
tch?v=NUsoVlDFqZg
1.00
(Bailando, bailando,
bailando, bailando)
Tu cuerpo y el mio llenando
el vacío
Subiendo y bajando
(subiendo y bajando)
(Bailando, bailando,
bailando, bailando)
Ese fuego por dentro me
esta enloqueciendo
Me va saturando
Change
Can be worrying or exciting
https://www.viralviralvideos.com/2014/06/27/optical-illusion-dance-will-
blow-your-mind/
… La lune grandit et rapetisse, mais c’est toujours la meme lune. Si nous regardons le monde a travers le regard du changement, il n’y a jamais de repos dans toute la creation. Mais si nous observons la permanence des choses, nous et les etres n’avons pas de fin….
‘Confucius’
Creating language learners
Interest in words
Interest in people
Interest in communication
Interest in culture
Have our recent systems encouraged this?
Can we make our new systems do so?
Be spontaneous! Tell them what you mean
Strategy #15
Exclamations!
Questions?
Hesitaaaaations
Inter jec tions
‘Opinions’
?Clarifications
!Suggestions
Something to be Spontaneous about
Vespa in the night
Pigeon implosion!
Naked in Vienna
Accidental holiday
Penguins at sunset
Fateful revenge
Into the river? Or into
the nettles?
Penguins at sunset
Sitting on the wheel of
fortune
Adultery in Flemish
Teacher strategies to support Resilience
Trying to stir up curiosity
Putting words into their mouths
Collecting and sharing
Looking for opportunities (Spontaneity , Grammar, Translation)
Focus on multipliers: get them to translate, note and recycle
Tools and Extenders
Exploiting several ways
Being playful with the language, getting them used to the
unpredictable
Looking long term
Make the new arrangements work for us
Aspirations are about creating language learners
Look positive
Be realistic in our statements