Leading for the future: Taking charge of the 2014 curriculum

Presentación del tema: "Leading for the future: Taking charge of the 2014 curriculum"— Transcripción de la presentación:

1 Leading for the future: Taking charge of the 2014 curriculum
SSAT One of the ways I differentiate (and I do think these differences can be presented in a number of ways and come down to semantics!) between leadership and management is in terms of the timescale of ‘seeing’. I view management as shorter term seeing – we talk of day-to-day management – ongoing management – and the sense is of practical reaction to issues that arisen and even strategic responses to those. Leadership includes for me that all important future lense, the farther away ‘seeing’ that is essentially ‘vision’. Both are essential and complementary, but they can also often compete for our attention. The immediacy of the daily management role in school can prevent us from taking time to look at the bigger picture, which is often what is happening outside our school in the murky world of policy! It’s been interesting to me lately that since I’ve been back in the HoD role, I’ve had to deliberately carve out the time for engaging in external things and keep up that contact. The world of ‘in school’ can be all-consuming. In general, let’s just see quickly how many of you: 1) keep track of national developments and contribute to online consultations that are relevant to the languages agenda? 2) are group/dept and or individual members of ALL and read the weekly e-bulletin 3) on twitter 4) are part of your local ALL branch / network and attend / contribute to sessions 5) meet regularly with other Heads of Department in your area 6) are members of / contribute to MFL resources forum / TES forum / Guardian Teacher network These are all the sorts of things that take a lot of time and are part of the ‘important, not urgent’ quadrant in those time management exercises. If we take for example the 2014 curriculum, how many of you: 1) contributed to the online consultation (any of them that have taken place over the last 18 months)? 2) have downloaded and read for yourself the 2014 curriculum proposals for languages – the new PoS 3) have heard someone else talk about the new curriculum e.g. at a conference? (Who and when?) 4) have forwarded the relevant documentation to your department? 5) have led a dept meeting looking at the documentation? have had discussions / communication with primary feeder heads about the implications for curriculum delivery from 2014? have had thoughts about how existing SoW might need to change after implementation? have had discussions with senior leadership about the main implications of the new curriculum? OK, obviously it is bound to be a mixed response from us all as we all have individual circumstances, different lengths of expertise and time in the role etc.. So, I thought it would be useful to spend a little time this afternoon looking at the proposed 2014 curriculum in a little detail and thinking about some possible things we will want to consider in our departments as a result. You have a copy of the KS2/3 document in your packs. If we just take a couple of minutes to remind ourselves of the contents… Leading for the future: Taking charge of the 2014 curriculum Dr Rachel Hawkes

2 It is very sparse – there is a lot of room for interpretation!
Listening listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words Speaking engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* present ideas and information orally to a range of audiences* Reading read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary Writing write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally* and in writing Grammar understand basic grammar appropriate to the language being studied, such as (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 sentences; and how these differ from or are similar to English. KS2 Curriculum 2014 listen to a variety of forms of spoken language to obtain information and respond appropriately transcribe words and short sentences that they hear with increasing accuracy initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address express and develop ideas clearly and with increasing accuracy, both orally and in writing speak coherently and confidently, with increasingly accurate pronunciation and intonation 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 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 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. identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues use accurate grammar, spelling and punctuation. KS3 Curriculum 2014 KS2 on the left and KS3 on the right Adapted to show more clearly the continuity between KS2 and KS3 OK, now let’s collect for around 3-4 minutes your first reactions to it and record those on this flip chart. Shall we try for some positive reactions first! (Anticipated responses) 1 There is a 7-year curriculum for languages finally – statutory KS2 with PoS plus revised KS3 PoS with some continuity between the two is progress! 2 Lots of really good elements from recent developments in pedagogy – i.e phonics is prominent! 3 Speaking is writ large – conversational ability is v prominent 4 Reading – already at KS2 there is the sense that some unfamiliar words should be dropped into familiar structures to develop inference and sentence/ text level understanding 5 Writing – clear that it needs to be taught as a skill in its own right, not just copying Strong focus on grammar – is postive – applying key features and patterns of the language to build sentences Songs, poems, stories are in KS2 – rich diet – input that includes unfamiliar language and the methodology that makes clear it is not about understanding each word It is very sparse – there is a lot of room for interpretation! (Anticipated responses) 1 Level of difficulty overall – a significant step up from where we are currently 2 Some of KS3 elements – open to a variety of interpretations but there is a danger they could be reduced to a very grammar-translation / direct method methodology e.g. transcription, translation, grammar – we can be sure that these will be in the new GCSE, too! Inclusion of literary texts – what does this mean? What can it look like? 4 It is very sparse – there is a lot of room for interpretation!

3 literary texts KS2 + KS3 speaking
transcription KS2 + KS3 look at these aspects of the curriculum speaking translation

4 KS2 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words First main concern – the TRANSCRIPTION word There isn’t time to do a lot with this one in this session, I don’t think, but it seemed worth flagging up as it feels straightforward to allay fears on this one. transcribe words and short sentences that they hear with increasing accuracy KS3

5 araña At KS2 they need to begin to link sound and spelling. At KS3 that is the foundation stone on which we will build transcription. What might this look like? Sharing phonics – Since a visit to Judgemeadow school earlier this year I have re-evaluated what was on our classroom walls. We used to pride ourselves on our classroom displays – 2004 it was commented on by Ofsted and other visitors – that there was no doubt what was being learnt in these classrooms and that the walls spoke! Over time plates stop spinning and sometimes fall off – this has been our experience with our classroom displays. So we have decided to display our phonics – also shared with primary – as a visual language of continuity between KS2 and 3. This is scaffolding for transcription – and when new words are taught or arise spontaneously, the teacher can prompt transcription, using the phonics displays, encouraging students to test out their hypothesis first and write the word as they think it is, and then checking.

6 a animal más cuatro This is the reverse – these are hanging in the classrooms. I’m not saying that there is any one way to ‘join up’ KS2 and KS3, but I am saying that it is a priority – it won’t stop being a priority just because the government refuses to find any money for it either! We will do what people always have to do – make choices and prioritise. If we make it the most important priority then we will see impact, money or no money. Can do approach required! More thoughts about possible models that could work well? Limited time to think this through full and each context will be individual, but recognition that this is THE priority for development over the next few years seems key to language leadership.

7 literary texts KS2 + KS3 speaking
transcription KS2 + KS3 The importance of speaking speaking translation

8 Listening listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words Speaking engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* present ideas and information orally to a range of audiences* Reading read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary Writing write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally* and in writing Grammar understand basic grammar appropriate to the language being studied, such as (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 sentences; and how these differ from or are similar to English. listen to a variety of forms of spoken language to obtain information and respond appropriately transcribe words and short sentences that they hear with increasing accuracy initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address express and develop ideas clearly and with increasing accuracy, both orally and in writing speak coherently and confidently, with increasingly accurate pronunciation and intonation 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 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 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. identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues use accurate grammar, spelling and punctuation. At first glance, if you look at the KS2 statement it will make you think of Y7/8. Look at the KS3 one and it seems like GCSE! This is where I think it helps to think about the word ‘coversation’ in the context of the classroom. This starts small as a concept and must necessarily involve all of the routine classroom communication in the target language. There is no other way in which we can ensure that students can ask and answer questions or can seek clarification and help, or can use formal modes of address. We have to teach this language and then insist on its use, consistently over the 5 years of secondary. This is team work and must be joined up across the whole department. There is no point one teacher developing TL use with his/her class and then passing them on to another teacher who works differently and doesn’t use the TL for routine communication in the classroom. This is by no means to claim that if teachers use TL then pupils will be able to use it and will go beyond the boundaries of what they have been taught to try to manipulate and use language spontaneously. That requires an attitude of mind from the teacher that this is natural and necessary and simply must and will happen. That means that the teacher is constantly looking out for opportunities to exploit the classroom talk and to elicit spontaneity from students. That is different. But, bottom line is, none of that could possibly happen unless there is consistency with the basics. Teaching TL for classroom communication and then insisting on it. Not radical, not new, but it just works. The DfE project on target language this year has proved to me, if I needed any convincing, that any teacher with any class can teach successfully (key word – successfully) in the TL – it is just a question of sticking to your guns. But clearly, it’s helpful if the whole dept is swimming in the same direction. Again, the Curriculum 14 doc is helpful in that respect.

9 Good / excellent teacher use of TL
Carefully planned imaginative activities guide and support pupils to communicate enthusiastically both orally and in writing in the target language and secure outstanding progress. Pupils willingly participate in activities that require them to use the language to communicate orally and in writing. Teachers routinely use the target language for classroom communication and generally insist on pupils responding in the language. But there is also powerful pressure from Ofsted to make this a reality. Let’s look at these –which are good and which are outstanding? What’s the difference? April 2012 Ofsted subject specific guidance (this is still in preparation for September 2012) Two are Good and two are Outstanding. Is this enough detail? Do we know what we’re aiming at? Clear difference between good and outstanding is that with outstanding it’s all about the pupils. It is taken as read that the use of TL by the teacher has been skilful enough to generate the confidence and ability in learners such that they choose to communicate and communicate successfully. But it would be helpful to have more detail here, wouldn’t it? Pupils use the language with little prompting for routine classroom communication as well as for specific purposes.

10 Outstanding (1) The TL is the dominant means of communication in the lesson and teachers have high expectations of learners’ use at an appropriate level. As a result, learners seek to use the TL as the normal means of communication when talking to the teacher or informally to each other. Teachers informally monitor and assess spontaneous TL use, keeping track of learners’ progress in order to ensure their expectations increase as they move through the school. Teachers’ target language use is monitored by subject leaders and good practice is regularly shared across the department resulting in a high level of consistency. Good (2) Teachers provide a consistently fluent and accurate model of the foreign language for learners to emulate. English is only used where appropriate. Learners occasionally respond to the teacher spontaneously in the TL, but do not seek to use it to communicate with each other. Learners are expected to use the TL with greater fluency as they move through the key stages. Teachers ensure all pupils experience the need to react to unpredictable elements in conversations. Teachers praise and encourage spontaneous use by students when it occurs. There is a high level of consistency in the quality and quantity of TL use across the department, supported by a unified departmental policy. This is helpful additional detail. Ofsted good practice website Guidance document only – produced by Elaine Taylor – Director of Languages at Ofsted / Lead HMI How do we move a whole department towards this – there is a v big hint that consistency across a department is a big factor in leading to outstanding practice in this area?

11 Student to teacher talk
teach key language first insist on it consistently build on hubs encourage humour and creativity make links between routine classroom language and curriculum reward spontaneity This needs to be consistent across the department. You can have all the colourful posters you like and still nothing would happen. On the other hand, if you’ve been in the same classroom / dept a long time, plates stop spinning, excellent practice sometimes needs discovering, and in the same way as having your hair done and buying a new pair of shoes does that for us on one level, so does galvanising your practice into posters that are a colourful reminder of the talk that is ongoing in the classroom.

12 entregar los cuadernos?
hablar? trabajar en pareja? escribir? ¿Tenemos que… memorizar? A few examples of our hubs. We also have verb + infinitive structures, question words, conjunctions, phonics, time phrases. pegarlo? entregar los cuadernos?

13 ¡Señor(a)! ¿Puede… firmar mi merit? ayudarme? leer esto?
repetir? hablar más despacio? dar un ejemplo? ¡Hola! ¡Hola! Buenos e.j. Me gusta la música! ¡Hola! días ¡Señor(a)! ¿Puede… firmar mi merit? ayudarme? leer esto?

14 ¿Cómo fue? Fue… así…así fácil muy poco divertido difícil fatal
bastante ¿Cómo fue? Fue… poco divertido fatal aburrido Ha ha ha!

15 olvidado ganado terminado (No)He… perdido entendido hecho mis deberes

16 Tengo… un problema todo correcto una idea dolor de cabeza Geburtstag
un perro einen Hund perdido hambre/sed

17 literary texts KS2 + KS3 speaking
transcription KS2 + KS3 look at these aspects of the curriculum speaking translation

18 Lost in translation? Translation from and into the FL. KS3 “Traducir es la forma más profunda de leer”.  --Gabriel García Márquez

19 Lost in translation? 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. 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. There’s a lot more to the statements that just the translation bit, which comes right at the end. We need not to forget to focus on the rest of the statement too.

20 Lost in translation? … and provide an accurate English translation of short, suitable material. … and translate short written text accurately into the foreign language. But, given that this is of concern, let’s tackle it…

21 We musn’t forget that this is the reality of the world we live in, where computer generated translation is ‘instant’. Word Lens app - iPhone

22 Paris, France: Please leave your values at the front desk.
Sign on a metal-detector scanner in France: People with peace-maker do not pass. Notice on a broken turnstile at Salzburg, Austria, passport control: Out of work. Paris, France: Please leave your values at the front desk. On an airsickness bag on a Spanish aeroplane: Bags to be use in case of sickness or to gather remains. A look at the dangers of translation…particularly an unthinking use of online translation tools. Danish airline: We take your bags and send them in all directions. At Heathrow Airport, London, UK: No electric people carrying vehicles past this point.

23 What is the message in this poster?
Approaching translation from the point of view of communicating the message – an introduction into the field of non-literal word-for-word translation. Students using their world knowledge, the picture clues and asking themselves ‘what sounds right?’ What is the message in this poster?

24 Where might you see this sign?
Prohibido transitar con vehículos Prohibido hacer fuego Prohibido bajar con animales Where might you see this sign?

25 Translation can be… a spontaneous reaction to FL text with the question ‘What does this mean?’ the closest reading of a text the exploration of the links between language use and grammar mental agility, memory, linguistic precision a door to intercultural appreciation my take on the positive benefits of translation – as long as the teaching purpose is clear and the text chosen is suitable.

26 Ich verstehe nur Bahnhof.
Das ist Banane! Ich verstehe nur Bahnhof. Ich bin fix und fertig! Lieber spät als nie. (…aber lieber nie zu spät) Hast du einen Vogel? Es ist noch kein Meister vom Himmel gefallen. Other things I might be tempted to translate apart from signs… - both literally and then idiomatically to get at the real meaning.

27 Authentic hotel reviews

28 A C B D Joyuda Plaza Hotel, Puerto Rico « Desagradable »
« Bueno, cuando yo entré a mi habitación, las sábanas estaban sucias, él piso del baño estába inundado. Además no había papel higiénico, y el televisor era de hace 30 años. No pude dormir porque había gente borracha gritando y hablando... A Joyuda Plaza Hotel, Puerto Rico C « Nooooooooooooo! » « La habitación era fea y la cama estaba fatal. Las habitaciones no tenían ventanas. La piscina estaba sucia. Los empleados no era agradables. En fin, ¡no lo recomiendo! « ¡un lugar horrible! » De verdad, la limpieza es pésima, En la cama había incluso cucarachitas. No había agua caliente en el baño. El personal no era nada servicial. B « ¡un lugar horrible! » ¡Este hotel es absolutamente horroroso! Las habitaciones eran muy pequeñas y mal diseñadas. Las sábanas estaban muy sucias e incluso tenían manchas. Las camas eran tan incómodas que no pudimos dormir.... D

29 A B C D 1 The room was ugly. 2 This hotel is absolutely horrible. 3 The bathroom floor was flooded. 4 The pool was dirty. 5 The sheets were dirty. 6. The sheets were dirty and even had stains! 7 There was no hot water in the bathroom. 8. There was no toilet paper 9 The staff were not nice. 10 The rooms were very small and badly designed. 11 There were even little cockroaches in the bed. 12 The tv was 30 years old. 13 The beds were so uncomfortable that we couldn’t sleep. 14 The staff were not at all helpful. 15 I couldn’t sleep because there were drunk people shouting and talking…

30 Ich zeig’ dir jetzt mal wie man einen Oreokeks isst
Ich zeig’ dir jetzt mal wie man einen Oreokeks isst. Zuerst drehst du ihn auf. Und leckst du ihn ab. Dann tauchst du ihn ein. Mmm! Mama sagt, dass Hunde keine Kekse essen sollen, also muss ich deinen auch noch essen. Mach dir nichts draus, Charlie… Advert text Oreo Kekse Werbung

31 Translation into the FL

32 Direct translation - adapted
Mercedes advert – in English This is something I would definitely give to my students to translate into different languages. It might start us off on a series of sketches in the FL too…!

33 Parallel translation - adapted
1 ___ ___ gusta viajar en avión porque _________ me hace vomitar y además es _________ ____________. 1 I don’t _______ _________ ___ ______ _______ sometimes it makes me sick and what’s more it’s very uncomfortable. 2 _________ ___ ______ __________viajar en autocar, ____ _____ _______ e incómodo, así que _________ el tren. 2 Although it’s cheaper ______ ____ _______, it is very boring _______ and uncomfortable, _____ I prefer the train. 3 Para mí lo ______es el ________ porque es _____ rápido y es __________emocionante. 3 _____ _____ ____ best is the plane because it’s very ______ and quite ____________.

34 Bridging the gap - adapted
When? Where? How long? What did you do? ¿Qué experiencia tienes del mundo laboral? ¿Dónde hiciste tus prácticas? ¿Cuánto tiempo duraron las prácticas? ¿Cómo ibas a tu lugar de trabajo? ¿Te gustaron las prácticas? How get there? Writing about work experience (whilst it’s still fresh in their minds!) Explain the task: Stage 1: Brainstorm in Spanish anything from your head that you could use to write a short piece of 100 words about your work experience (5-10 minutes) Teacher to correct the TL whilst students to stage 2. Stage 2: Write in English a piece of 100 words about your work experience. Bear in mind that the end goal is to write a similar piece in Spanish so try to have that in mind i.e. don’t make the sentences too long or complicated (15 minutes) Stage 3: Get some feedback from your teacher on what you have produced. S/he will help you ‘notice the gap’ between what you have produced in English and your current level of knowledge in Spanish. S/he will help you to focus on some strategies to bridge the gap. See next slide. Start / finish? Good / bad? People?

35 Simplifying ideas to fit own repertoire Re-combining set phrases
Writing / Composition strategies Avoiding (say something different) Remind students what the strategies were and point out how well they used them – give specific examples 1) restructuring set phrase – Phoebe used ‘me hacían reír’ – they made me laugh, which was from media unit – me hacen reír from films 2) avoidance – instead of ‘I got lifts every day’ Ellis used ‘ Iba en coche todos los días’. 3) using set phrases – Lo pasé bomba used by lots of people 4) simplifying ideas – I was welcomed by the people  la gente era muy simpática 5) translation word for word – Ben I assisted in evaluating and developing software – era asistente de pruebas de desarrollo de software Bridging the gap strategies – display this while students are writing first TL draft. Use what you have in front of you – i.e. corrected TL brainstorm + English draft + Work Experience booklet + dictionary to write your first draft of 100 words in TL. Teacher to correct this overnight for Tuesday morning. On fresh piece of A4 lined paper. Re-structuring set phrases Generating via translation word for word

36 literary texts KS2 + KS3 speaking
transcription KS2 + KS3 look at these aspects of the curriculum speaking translation

37 KS3 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 the LITERARY TEXTS one Here we still need to think in terms of joining up the methodology between KS2 and KS3. If we think about KS2 methodology, we need to recognise that, at its best, it introduces learners to a rich input of language (songs, stories, poems etc..) where pupils are happy encountering words and forms of words that they don’t have a conscious, deliberate direct equivalent for in English. They enjoy and experience the language, understanding the gist, but don’t translate every word. How do we square this with a more typical secondary language learning experience, where, if we’re not careful we get whole swathes of learners who give up when they hit a word they haven’t met before. Maybe part of the answer is to build on KS2 and never let go of the habit the learners are in of encountering texts where they don’t know every word. Perhaps we have been guilty at early secondary of starting in a different place as regards difficulty of language enounter – just forming texts from the words learners already know at the beginning in Y7 and thinking that we will increase the number of unfamiliar words over time. Actually, it does help matters if we see this as a continuation from primary when they will have been happy to encounter unfamiliar language. We do need to manage changing expectations – after several years of formal education, learners are less spontaneous and more conscious in their learning. They will want to analyse more and ask more – and that’s fine, but we need to try to ensure that they don’t lose their facility for approaching unfamiliar language positively and without anxiety. With this in mind, I think we can approach the literature thing a little more positively…! We also need to guard against thinking too narrowly about literature and what might count. And, we need to get ready to share lots of resources and ideas…. Here are a few things I’ve gathered together so far.

38 Kanne Als der Mann ins Zimmer kam, sagte die Teekanne gerade zur Teetasse: »Schönes Wetter heute.« »Oh«, rief der Mann, »meine Teekanne redet?« »Oh«, rief die Teekanne, »mein Mann redet?«

39 Donnerstag Wir sind heute mit dem Schulbus an Omas Haus vorbeigefahren
Donnerstag Wir sind heute mit dem Schulbus an Omas Haus vorbeigefahren. Irgendjemand hat es gestern Nacht in Klopapier eingewickelt, was mich nicht wirklich gewundert hat. Irgendwie tut es mir Leid, denn es wird sicher ganz schön lange dauern, das alles aufzuräumen. Andererseits hat Oma als Rentnerin heute bestimmt eh nichts vorgehabt. p.76 Gregs Tagebuch – Von Idioten umzingelt! Book 1 in the series Jeff Kinney – Baumhaus Diary of a Wimpy Kid in German

40 Montag, 9.November 1942 Liebe Kitty! Gestern hatte Peter Geburtstag. Er hat hübsche Geschenke, unter anderen ein schönes Spiel, einen Rasierapparat und einen Zigarettenanzünder bekommen, weniger weil er raucht, sondern weil es schick ist. Die größte Überraschung brachte Herr v. Daan mit der Nachricht, dass die Engländer in Tunis, Casablanca, Algier und Oran gelandet wären. “Das ist der Anfang vom Ende”, sagten alle. Aber Churchill, der englische Premier, der diese Meinung in England wohl auch viel gehört hat, sagte in einer Rede: “Diese Landung ist eine sehr wichtige Etappe, aber niemand soll glauben, dass sie den Anfang vom Ende darstellt. Ich möchte eher sagen, dass sie das Ende vom Anfang ist.” p.42 (Fischer Taschenbücher Edition)

41

42 Cuentos Érase una vez practicar estrategias para memorizar
This is the first lesson on storytelling. Mime the word ‘cuento(s)’ by opening an imaginary book, and repeat the phrase ‘Erase una vez’ a few times to them so that students get used to hearing it. As there are numbers in this story, a useful starter would be to practise counting up in 3s to 30 and back down in 2s. Although the text we are going to work on is not a story it is a text about fairy tales, with rhythm and rhyme and with the familiar language of numbers. The stages of learning the text through gesture, re-tellings, drawing, and ordering text cards models the stages of learning that we will use throughout this module. It reinforces confidence with speaking (pronunciation and intonation) and memorisation strategies. narrar un cuento practicar estrategias para memorizar 1

43 ¿Cuántos cuentos hay? Identifícalos.
3 Pon las imágenes en el órden correcto. Cuenta cuentos Cuenta un cuento, cuenta dos de Caperucita y el lobo feroz. Cuenta tres, cuenta cuatro de las botas que tenía un gato. Cuenta cinco, cuenta seis sobre los trajes de un rey. Cuenta siete, cuenta ocho de la nariz de Pinocho. Cuenta nueve, cuenta diez y cuéntalos otra vez. 4 1 Read this text out loud to the students, with actions for each key point. (If you look at slide 3 you will see that there are 20 actions all together). The numbers make the text much more familiar to students. The gestures could be as follows (main thing is to be consistent every time): Cuenta un cuento (open imaginary book) Cuenta dos (show 2 fingers) de Caparucita (draw an imaginary cloak around you) y el lobo feroz (hands up as claws of ferocious animal) Cuenta tres (3 fingers) cuenta cuatro (4 fingers) de las botas (mime putting on boots) que tenia un gato (fingers mime whiskers moving from mouth away from face) Cuenta cinco (5 fingers), cuenta seis (6 fingers) sobre los trajes (big gesture towards own clothes top to bottom) de un rey (draw crown above head with finger in circle anticlockwise) cuenta siete (7 fingers) cuenta ocho (8 fingers) de la nariz (point to nose) de Pinocho (mime nose growing longer drawing fingers out and away in front of face) Cuenta nueve (9 fingers) cuenta diez (10 fingers) y cuentalos (open book again) otra vez (roll hands over and over each other to show ‘again’). Teachers will need to know this text off by heart with the gestures so some practice will be needed! After reading through twice to students (asking them to follow along – they can mouthe or say words if they want to) ask them to try to identify how many fairy tales are in the text and to identify them, and then take feedback. Show them the pictures and ask them to tell you which order they appear in in the text (this is fine to do in the TL). If they are struggling after the first teacher reading, then let the 4 pictures appear (but not the order) to help them. The answers are animated to appear on mouse clicks. 2

44 2 3 4 5 6 7 8 Get a student to be i/c of the mouse to make the images appear as you re-tell the story with the gestures using this slide. The more times they hear the text the better, so let another volunteer take the mouse the 2nd time through and this time, encourage all students to join in with the numbers at the right points and also to join in on any other words they remember. 9 10

45 Cuentos de 50 palabras Vine por tus ojos… -dijo- por tu mirada, por tu sonrisa. Te vi una vez en esta fotografía antigua, y con eso, tuve para enamorarme. He viajado 80 años en el pasado para conocerte, para tenerte y para cambiar tu trágico destino…

46 Con una máquina del tiempo, ¿adónde viajarías
Con una máquina del tiempo, ¿adónde viajarías?, ¿con quién te encontrarías?, ¿qué harías?

47

48 El Viernes Te Olvido Yo – Allison Iraheta Lunes, martes puro amor
Para miércoles dolor Me mentías sin piedad Me escondías la verdad Que tonta fui, te creí Oh-oh-oh, perdida en ti Tarde es para tu perdón Oh-oh-oh, adiós me voy ¿Qué escondes? ¿Qué sientes? ¿Quién eres si no estoy? No quiero sufrirte No aguanto tu traición Me tuviste, me olvidaste Oh-oh-oh, se terminó Y el viernes te olvido yo No no ya no lloraré Ve con ella lárgate La noche de ayer, se acabó

49 Allison Iraheta nació abril, 27, 1992
Allison Iraheta nació abril, 27, Ella es salvadoreña norteamericana .Su familia se movió de El Salvador a Estados Unidos antes de que ella naciera. Allison comenzó a cantar desde los cinco años de edad. Pero ella queria audicionar para Amarican Idol desde que tenia nueve años de edad. Cuándo Allison tenia 14 ella compitió en Telemundo (un canal en español de una cadena de televisión) el programa se llamaba Quinceañera y era una competencia de talento para chicas de 14 y 15 años de edad. Allison ganó la competencia, $ y un contrato de grabación. Pero Allison no firmó el contrato de grabación porque ella quería hacer la audición para American Idol cuando ella cumplio los 16. En aquel momento de las audiciones para American Idol en 2008 Allison vivía en Los Angeles, California. En 2008 Allison audicionó en San Francisco California. Ella llegó a ser de los cantantes más jóvenes. Logró entrar entrar entre los 10 primeros. Fue eliminada el 6 de mayo, 2009 terminanando en la 4ta pocisión. Sus influencias musicales son Pink, Beck, Katy Perry, Mariah Carey y Heart. Dice que si podría volver a hacer no cambiaria ningún momento de su vida.

50 literary texts KS2 + KS3 speaking
transcription KS2 + KS3 Obviously there will be more to languages leadership that just the 2014 curriculum. But the changes here will feed the new GCSE, currently in development, and the review of AS/A level too. Anticipating and responding to change, often meeting it head on and grappling with it before others get there first and digest it all for us (as publishers and awarding bodies will obviously always be rushing to do) is for me an essential part of subject leadership. speaking translation

51 Audentis Fortuna iuvat!
Fortune favours the brave. Virgil - Aeneid X.284 I am personally not finding that there are any things that I have been doing that I will now not feel able to do anymore. Even the emphasis is mostly in line. I will consider translation and literary texts carefully and help students engage with texts that I feel are going to develop their linguistic skills and cultural appreciation / enjoyment.

52 Leading for the future: Taking charge of the 2014 curriculum
SSAT Leading for the future: Taking charge of the 2014 curriculum Dr Rachel Hawkes