BUILDING ON FIRM FOUNDATIONS Stevenage SLN 30.06.10 http:// lizfotheringham.wordpress.com
Transcript
1. BUILDING ON FIRM FOUNDATIONS Stevenage SLN 30.06.10
http://lizfotheringham.wordpress.com
2. Objectives:
To understand how the new GCSE builds on the revised MFL PoS at
KS3 and the renewed MFL framework
To consider implications for teaching at KS4 and at KS3
To discuss and share strategies for addressing these
issues
3. The new GCSE What are the features common to all
specifications?
Four units weighted as follows: Listening 20%, Speaking 30%,
Reading 20%, Writing 30%.
Listening and reading are externally set and assessed and no
dictionaries to be used. Tiered papers (Foundation and Higher) with
some questions which are common to papers in both tiers
Speaking and writing : controlled assessment. Some differences
between the boards but teachers select the tasks, set them and
supervise them. No tiering but tasks are differentiated by outcome.
Teachers select the topic or theme for speaking and writing,
choosing from the themes in the specification. Sample tasks are
provided, which may be used or adapted, or teachers may devise
their own
Speaking : two separate tasks are undertaken during the course.
The awarding bodies are still awaiting agreement on recording
requirements, so it may not be necessary to record both tasks. No
final oral examination is necessary. It is possible that some
centres may still wish to assess in this period. Marked by teacher
and sample sent to board for moderation.
Writing : marked by the board
QCA definitions are used for structures, and grading criteria.
QCA definitions are used for grammar across French, German and
Spanish.
Minimum core vocabulary lists are provided by all boards.
www.cilt.org.uk
4. The challenge
Defined content for reading and listening
The opportunity Freedom to set own tasks for speaking and
writing
5. KS3 - Laying the foundations for success at GCSE
Skills based
Listening and speaking
Reading and writing
Language learning strategies
Knowledge about language
Flexibility of content at KS3 matches flexibility of task
setting for controlled assessments at KS4
6. Making comparisons AT 1 listening Grade A Candidates show
understanding of a variety of spoken language that contains some
complex language and relates to a range of contexts. They can
identify main points, details and points of view and draw simple
conclusions. AT 1 NC Level 8 Pupils show that they understand
passages including some unfamiliar material and recognise attitudes
and emotions. These passages include different types of spoken
material from a range of sources. When listening to familiar and
less familiar material, they draw inferences, and need little
repetition. Year 9 Framework objectives Understand longer sequences
of speech, noting relevant points for oral feedback and discussion
Strand 1.1 Understanding and responding to the spoken word Listen
to authentic speech from different sources, identifying how spoken
language varies according to context and purpose Strand 1.2
Developing capability and confidence in listening
7. Making comparisons AT 2 speaking Grade A They initiate and
develop conversations and discussions, present information and
narrate events. They express and explain ideas and points of view,
and produce extended sequences of speech using a variety of
vocabulary, structures and verb tenses. They speak confidently,
with reasonably accurate pronunciation and intonation. The message
is clear but there may be some errors, especially when they use
more complex structures. AT 1 NC Level 8 Pupils narrate events,
tell a story or relate the plot of a book or film and give their
opinions. They justify their opinions and discuss facts, ideas and
experiences. They use a range of vocabulary, structures and time
references. They adapt language to deal with unprepared situations.
They speak confidently, with good pronunciation and intonation.
Their language is largely accurate, with few mistakes of any
significance Year 9 Framework objectives
make extended and/or frequent contributions to classroom
talk
deal effectively with unexpected responses in order to sustain
conversations and discussions Strand 1.4 Talking together
respond quickly and appropriately to audience comments or
questions following a talk or narrative
add interest through extended sentences, rhetorical devices and
imaginative use of vocabulary Strand 1.5 Presenting and
narrating
8. Making comparisons AT 3 reading Grade C They show
understanding of different types of written texts that contain a
variety of structures. The written material relates to a range of
contexts, including some that may be unfamiliar and may relate to
past and future events. They can identify main points, extract
details and recognise opinions AT 3 NC Level Level 5 Pupils show
that they understand the main points and opinions in written texts
from various contexts, including present, past or future events.
Their independent reading includes authentic materials. They are
generally confident in reading aloud, and in using reference
materials. Level 6 Pupils show that they understand the difference
between present, past and future events in a range of texts that
include familiar languagein less familiar contexts. They identify
and note the main points and specific details. They scan written
material for stories or articles of interest and choose books or
texts to read independently, at their own level. They are more
confident in using context and their knowledge of grammar to work
out the meaning of unfamiliar language Year 9 Framework objectives
identify and describe features of language associated with
different text types
appraise texts quickly, deciding on their usefulness, interest
and degree of difficulty, as a preliminary to independent reading
Strand 2.2 Developing capability and confidence in reading
infer attitudes, feelings and points of view in a text by
reading between the lines
Strand 2.3 Being sensitive to the written word
9. Making comparisons AT 4 writing Grade F They write short
texts that relate to familiar contexts. They can express simple
opinions. They use simple sentences. The main points are usually
conveyed but there are mistakes in spelling and grammar. AT 3 NC
Level Level 3 Pupils write a few short sentences, with support,
using expressions that they have already learnt. They express
personal responses. They write short phrases from memory and their
spelling is readily understandable. Year 9 Framework objectives
adapt a text for a different audience and purpose
link sentences and paragraphs using appropriate words and
phrases in order to produce a coherent sequence of text
Strand 2.4 Adapting and building text
experiment with linguistic devices and presentation to create
an effect
Strand 2. Writing to create meaning
10. Edexcel speaking
Interaction conversation/interview
Two different tasks from:
Open interaction
Presentation followed by discussion
Picture-based free flow discussion
AQA speaking
11. AQA
12. Edexcel Situation You have won a competition to meet a
famous French-speaking personality of your choice. (The teacher
will play this role.) S/he will begin the conversation. Task Be
prepared to ask questions and refer to the following in your
discussion: information about his/her family key achievements
his/her future plans interests outside their specialist area You
should also be prepared to respond to questions that the celebrity
may ask you.
13. Writing tasks Task 1 You have a week off school. You decide
to write a blog for some French e-pals, telling them about each
day. Make each day different! For example: Day 1: why you have a
week off school Day 2: what you did at home Day 3: what you did in
town Day 4: a quiet day, when you didnt see any friends (maybe you
found it boring?) Day 5: your plans for the weekend
14. Developing the task content using mindmaps
15. What skills are necessary for GCSE speaking and writing?
Pupils have to be able to
Construct sentences
Conjugate verbs, use tenses, use connectives, time markers
etc
Describe things
Use adjectives, adverbs and intensifiers
Use a variety of vocabulary and sentence structure
Give opinions
and for speaking
use correct intonation and pronunciation
Knowledge of sound/spelling link eg silent letters and liaisons
in French
.and for writing
Use correct spelling and punctuation
16. Preparing for the speaking exam
Presentation use cue cards/mind map/ppt
Brainstorming techniques for building up vocabulary.
Improve pronunciation by
Reading aloud (from Students book, internet, magazines,
previous work)
Using some websites like http://phonetique.free.fr/ and doing
the exercises.
Ensuring common French sound-spelling links (e.g. -isme; -ion;
-ade) are known.
Practising liaisons dictation
Practising French vowel sounds, paying attention to the sounds
u/ou , en/on/an , accented letters and nasal sounds (m or n after a
vowel).
Paying attention as to when to leave silent endings or to
pronounce final syllables, e.g. un garon indpendant/une fille
indpendante .
17.
Teach essential fillers which pupils can use if they get stuck
or there is an awkward silence remember to use the fillers you have
learnt to gain time: eh bien, alors, euh, comment dire ...
Equip pupils with phrases to use if they dont understand or
arent sure what you are asking them: Pouvez-vous rptez sil vous
plat? Comment? Quest-ce que a veut dire, X? Je ne sais pas. Je ne
suis pas sr. (see framework strand 1.4 Talking together)
Get them into the habit of using a variety of vocabulary and
structures so that they can produce interesting extended
sentences
Use exemplar material to model approaches to a task share
assessment criteria and use AfL strategies
Preparing for the speaking exam
18. Assessment criteria per task Communication 10 Range and
Accuracy of Language 10 Pronunciation and Intonation 5 Interaction
and Fluency 5 Total: 30
19. AQA
20.
21. Increasing range and complexity
Using synonyms
Using intensifiers
Sequencing words: first of all, then, after that, during,
between the hours of x and y, before, finally
Build extended sentences by adding possessive adjectives and
using opinion phrases
Variety of connectives and expressions of opinion
Question words such as o, comment and quand can also be used as
conjunctions to link
22. Je Jaime Jaime jouer Jaime jouer au foot Le weekend jaime
jouer au foot Le weekend jaime jouer au foot avec mes copains Le
weekend jaime jouer au foot avec mes copains sur le terrain de
sport Le weekend jaime j ouer au foot avec mes copains sur le
terrain de sport et Le weekend Le samedi Pendant la rcr Aprs lcole
Le soir Jadore Jaime Jaime assez bien Je naime pas Je dteste mais
et quand sur le terrain de sport la cantine au centre sportif en
ville parce que cest/ce nest pas. intressant gnial ennuyeux super
fantastique avec .. mes copains mon frre ma soeur mes parents au
basketball au tennis au rugby au badminton lire.. faire .. couter.
regarder. aller jouer. faire.. du sport des courses de la natation
il pleut il y a du soleil il fait froid
23.
Techniques of prediction, skimming and scanning and recognition
of words such as cognates or those belonging to word families
Vocabulary, especially high frequency words, questions and
negatives
Knowledge about language (KAL) the ability to recognise
conjugated verbs, tenses, connectives, time markers etc and to know
when a noun, verb or adjective etc is required
Knowledge of the relationship between sounds and spellings
What skills are necessary for GCSE listening and reading?
24. Listening strategies
Pre listening Clues in the questions as to the topic. Predict
the key words and phrases relating to the topic that are likely to
come up. Do pictures help?
What sort of information does the task require? Specific
detail? Opinion? A persons feelings?
Tenses and time phrases : hier aujourdhui demain bientt lanne
prochaine partir de maintenant lanne dernire plus tard maintenant
un jour en ce moment heute morgen gestern spter letztes Jahr
High frequency vocabulary that can change the meaning of a
sentence e.g . et, mais, sauf, aussi, pourtant, alors, puis, car,
par contre, ou, nanmoins, si Negatives phrases . ne + ???? und aber
sondern auch auer denn nie
Adjectives - a question may use the opposite of the adjective
on the audio track
Knowledge of adjectival agreement can help to identify what is
being talked about e.g 'beau le paysage ou la plage?
Intonation of the person speaking can give a clue to the
meaning. Does the speaker sound as if they are surprised, angry
etc. A rising tone at the end of the sentence can make a statement
into a question.
Evaluate guesses - do they make sense?
25. Reading strategies
Time phrases can give a clue as which tense is being used and
the sequence of events.
Some connectives, negatives and other little words like except,
without etc which can change the meaning of a text
Making an educated guess about the meaning of words.
Use the context to help you guess unfamiliar words or look at
visual clues
Does the word or part of the word look like an English word or
a word from any other language that you know
Do any bits of the word help? eg: in oubli able (unforgettable)
is from the same family as oublier (to forget).
Is there a prefix like re- or d- which can help you
Look at the word endings; these can help you to identify
categories of word, e.g. nouns, adjectives, particular parts of
verb etc
Word families
26. Prediction - listening
Fill in this form:
Name:
Age:
Nationality:
Sport:
Personality:
Living in town
Advantage Disadvantage 1 2 3
27. Prediction listening and reading www.wordle.net
29. Odd out out Chasse lintrus - pourquoi? jambon poulet agneau
poisson piscine natation eau rivire nager natation leon maillot de
bain jardin public muse fleuve parc
30. Synonyms, antonyms , associations and categories
Was ist das
Gegenteil von.
faul
hsslich
streng
schchtern
intelligent
interessant
reich
rptitif copain espagnol finir herbe pluie calme sport nautique la
voile mouill pelouse tranquille ennuyeux terminer ami langue
31. Word families
Des matchs amicaux
Une exprience inoubliable
Das war unvergesslich!
Erneuerbare Energiequellen .
ami
oublier
collge
vergessen
neu
32. Prefixes and suffixes
-bar
-lich
-lig
be-
er-
miss-
ver-
re-
ds-
in-
-ment
33. Using knowledge about language
Ja, der Fussball ist rund wie die Welt
_________wird was los ein Heute msst ihr ______sein Heute wenn
das _______beginnt Seht wie sie sich drngen ________ auf den Rngen
Es ist wahr wer wagt gewinnt
Jagt das runde Leder _____ sehen will jeder Keiner soll im
Abseits stehen Bringt das _______ins Rollen Wie es alle _________
Lasst euch keinen ______entgehn
Heute wollen wir _________
Wie die Chancen stehen Alle fiebern mit zu ________ Lasst den
________ leben Tore soll es _______
Lasst nicht einen Ball ins aus
Ball Fuball geben gro Haus Heute machen Oben Sehen Schule Spiel
Spiel Tore Wollen
34. Using knowledge about language Tlthon : les Franais moins
gnreux cette anne Russie. Au moins 103 morts dans l'incendie d'un
restaurant Ronaldo : "Je suis humain" Aprs la grve, les muses
rouvrent leurs portes
35. Developing spontaneity in speaking read aloud written texts
with increasing fluency, accuracy and expression, showing awareness
of meaning Language learning strategies Strand 5.6 Reading
alound
36. Memory longer dialogues
Samedi dernier je me suis rveill . Avant de
mhabiller et dix heures je suis
all en ville pour Pour y aller
parce que
de bonne heure en retard neuf heures je me suis bross les dents jai
regard la tl Jai mang mon petit djeuner rendre mes livres la
bibliothque. rencontrer mes copains. faire des courses pour ma mre.
jai pris le train. mon pre ma emmen en voiture. jai pris le bus.
With thanks to Michael Wardle je navais pas beaucoup de temps. le
temps tait mauvais. cest loin de chez moi.
37.
ist es dass wir etwas
Machen, Wir knnten zum
Beispiel Neulich habe ich
versucht aber ich glaube, dass das
grsste Problem
Meiner Meinung nach Meines Erachtens Meiner Ansich nach den
Planeten zu schtzen. bedrohte Tierarten zu retten. unseren CO2
Footprint zu reduzieren. soviel wie mglich recyclen. Briefe an die
Regierung schreiben. mit ffentlichen Verkehrsmitteln fahren.
Energie zu sparen. weniger Wasser zu benutzen. meinen Mll zu
trennen. wichtig gut dringend die lverschmutzung ist. der
Klimawandel ist. die Entwaldung in den Tropen ist. With thanks to
Michael Wardle
38. Using dice lundi mardi mercredi jeudi vendredi samedi
prsent Pass compos futur conditionnel Il faut Si.
39. OXO - differentiation
soleil
il y a du soleil
il fait du soleil
il faisait du soleil
il va faire du soleil
Il fera du soleil
il y aura du soleil
Quand il fait du soleil, je..
Quand il faisait du soleil, je ..
Quand il fait du soleil, jaime mais. et.. Parce que..
Est-ce quil fait/faisait du soleil?
O est-ce quil
Quest-ce que tu quand.
40.
soleil
il y a du soleil
il fait du soleil
il faisait du soleil
il va faire du soleil
Il fera du soleil
il y aura du soleil
Quand il fait du soleil, je..
Quand il faisait du soleil, je ..
Quand il fait du soleil, jaime mais. et.. Parce que..
Est-ce quil fait/faisait du soleil?
O est-ce quil
Quest-ce que tu quand.
41. Cue cards
Words
Pictures
Or a combination..
Just a minute
Twenty questions
Discard
Activities
42. mais et car parce que cependant aussi par contre dun ct de
lautre ct nanmoins Cest dire je pense que je crois que selon moi
mon avis
43. aber und denn weil jedoch auch im Gegensatz auf der einen
Seite Auf der anderen Seite trotzdem Ehrlich gesagt Ich denke, dass
Meiner Meinung nach Meiner Ansicht nach Ich glaube, dass
44. Mes Vacances Discuss your holidays with a partner. You will
need to ask and answer questions. Try to keep the conversation
going Quand Comment O Avec qui Combien de temps Est-ce que.. With
thanks to Rachel Hawkes
45. And finally, do.
Familiarize yourself fully with the specification
Check with the board if you are unsure of anything
Make sure that everyone knows what is required
Use exemplar material to model answers/illustrate grade
criteria
Make sure that controlled assessment tasks give pupils
sufficient opportunity to demonstrate ability at the highest
level.
Share resources and build up a bank eg of starter activities to
practise specific skills