Présentation au sujet: "Ysgol Clywedog Wrexham"— Transcription de la présentation:
1Ysgol Clywedog Wrexham comprehensivemixed catchment; large proportion of pupils come from socially deprived areasy7 taught in mixed ability form groupsy8 + y9 set according to ability
2What do we do in y7? classroom items / family / animals nounsclassroom items / family / animalsadjectivescolours / size / characterverbsavoir / êtrehabiter ( -ER verb pattern)prepositionsen / à / danssur / sous / devant / derrièreil y a…Previous scheme of work based on content of text-book (Expo1)Following introduction of new National Curriculum, scheme of work revised to focus more on skills and structures.The content has not changed significantly; we are still using the same resources, but with a different approach / emphasis.
3Some pupils also manage… By Easter of y7 pupils do an extended writing task for assessmentMost pupils achieve level 4Some pupils achieve level 5“j’aime” / “je déteste”relative pronoun “qui”conjunctions “et” / “mais”negative structures“il n’y a pas de…”“je n’ai pas de …”Before pupils attempt the extended writing task, they are given a test on everything we have covered to do with “habiter”The aim of the test is to remind pupils of the structures they will need to use in their writing task.Copies of the test (both original printed sheet and powerpoint version) are included in the resource pack on the USB stick
4Writing task completed by boy on SEN register. His assessment of himself before doing this task: “I can’t do paragraphs”
5Writing task completed by more able pupil (boy) Apart from variety of sentence structures, including some extended sentences, there is also evidence of an ability to adapt material that he has acquired incidentally from other tasks: “Je partage…”
6Identify verb as key element Where do we start?What is a sentence?DefinitionParts of speechIdentify verb as key elementIn Wrexham, no formal MFL provision at KS2; we have to assume no prior knowledge of French when pupils arrive in y7.Discussion of basic sentence structure + key parts of speech provides a link back to familiar ground from primary school and basic English/Welsh (first language) literacy skills.We allow one whole lesson just to discuss what a sentence is and to come up with a description/definition (this includes recognising / demonstrating the importance of the verb)We then take a second lesson to revise the different parts of speech.
7The verb is the key!! Bugs Bunny a carrot eats For this to work you need to use an animate noun (cartoon characters are ideal) and an inanimate noun.Write the nouns on the board, but leave out the verb. Ask the pupils to imagine a picture for each noun (imagine they are famous cartoonists about to create a new animation)Introduce a verb: their 2 separate pictures are now linkedChange the verb: the “animated” picture changesMini-plenary: it is the verb that brings the 2 separate pictures together and makes them come to life.
8The verb is the key!! A carrot Bugs Bunny eats Demonstration that “making sense” is not always the same as “being sensible”!
9Plenary at end of lesson on “What is a sentence?” Definition : bullet points whichSum up each stage of the discussionUse words / phrases that the pupils have used in the course of the discussion (“tweaked” where necessary to make sure that they go away with the right message!)
10Mind-maps showing pupils’ contributions to discussions on parts of speech: ask pupils to suggest different types of words which might be used in a sentenceask them to explain “what job” each type of word does in the sentence.ask them to suggest examples
11Working with texts Introduce texts as soon as possible Give the pupils a chance to feel they are dealing with “real” languageDon’t worry about giving them a challenge!Pupils enjoy exploring new ideas
12Bonjour, comment t'appelles-tu? Je m'appelle Paul. Comment t'appelles-tu?Je m'appelle Marianne. Ça va, Paul?Ça va bien, merci. Et toi, Marianne, ça va?Bof! Pas mal.Au revoir.used early in y7(as soon as they have learnt basic greetings)pupils sort conversation into correct orderidentify which words could be changedpupils make up own conversation
13Bonjour. Je m'appelle Céline Bonjour! Je m'appelle Céline. J'ai quatorze ans et mon anniversaire est le douze mai. J'ai un frère qui s'appelle Marc. Il a neuf ans. Son anniversaire est le vingt-trois juillet.J'aime les animaux. À la maison j'ai un hamster, une tortue et deux chats. J'adore la nature: au collège mes matières préférées sont la géographie et les sciences.Used soon after October ½ term– ie after about 7-8 weeks of FrenchGap-fill task“Stick-in”: text analysis taskPupils annotate text on board + share ideasDiscuss content + how to use text as a modelWriting task
14Pupils make notes around text on anything they have understood or think is useful.
15Easter: extended writing assessment J’habite une maison.J’habite dans une ville au bord de la mer.Dans ma maison, il y a deux étages.Au rez-de-chaussée il y a le salon et la cuisine.Au premier étage il y a trois chambres.Dans ma chambre il y a un lit, une armoire et une tableJ’habite une jolie petite maison dans une ville au bord de la mer en Tunisie. Derrière ma maison il y a un jardin avec des fleurs et des arbres.J’habite avec mes parents et mon frère.J’aime ma maison. Au rez-de-chaussée il y a la grande cuisine. Il y a aussi un petit salon, où on regarde la télévision.Au premier étage, il y a la grande chambre de mes parents et la chambre de mon frère. Ma pièce favorite est ma chambre. J’adore ma chambre. Elle est confortable et assez grande. Dans ma chambre j’ai un lit, une armoire et une petite table. J’ai aussi un ordinateur bleu. Sur les murs il y a des posters de football.Easter: extended writing assessmentIn pairs: highlight features on R side which make it better than L sideClass discussion:key elements in sentencesuccess criteriaPeer assessment: evaluate rough drafts (homework task)Prepare redraft
16Games to promote literacy Good for developing oracy skillsRemember:If you can say it, you can also write it!!
17Battleships:reinforces verb pattern and basic sentence structure.Pupils follow up with writing any 5 sentences from the grid, then challenged to extend each sentence by adding different bits of information…. Who can produce the longest sentence?!
18Mastermind encourages sentence-building J’habiteMon frère habiteNous habitonsMes copains habitentdans un villagedans une villedans une grande villeà la campagneà la montagneau bord de la meren Franceen Angleterreau Pays de Gallesaux Etats-UnisMastermind encourages sentence-buildingColour coding is good for helping pupils to identify phrases as “chunks” of meaning which can be used like jigsaw pieces to build up a sentence.Class activity: teacher makes up sentence for pupils to find out. The only feedback they get is “(x) choses correctes”Repeat as paired / small group activityWrite different sentences using grid as scaffoldPlenary:discuss different “building blocks” used to make up sentencesChallenge: Who can make the longest sentence? (1 point for each “building block” of information they can use)Remind them about adjectives: every adjective they can add is 1 more piece of information and also counts for 1 point.J’habiteMon copain habiteMes cousins habitentun appartementune maisonune fermeun châteaudans un villagedans une villedans une grande villeà la campagneà la montagneau bord de la mer
19Starters and Plenaries Finish the sentence“J’ai…” / “Je suis…” / “J’habite…”How many different ways could you finish the sentence?Unscramble the sentencePut words in an appropriate order so they make senseThere may be more than 1 possibility!Correct the mistakesGood as a timed challengeMatch-upGood for low ability or for introducing new vocabulary / structuresDictionary: find (x) words to do with…
20Starters and Plenaries How confident are you?Thumbs up / thumbs down(“good , bad or goofy?”)What do you think you need to learn next/ revise for this to get easier?Especially good to use after a learning homework was set which pupils patently haven’t done!“If you are feeling confident, then…; if you are still not very confident then…”Set minimum expectation but invite pupils to push themselvesThe examples of pupils’ work in slides are evidence that pupils will push themselves, especially if it is presented to them as a challenge.
21What about Grammar? Pupils use investigation to understand rules Thinking skills:“What do you notice / think about...?”“How could you explain these patterns?”Pupils reflect on and explain ideas; use grammar note to recap / sum up what they have noticedNote-taking becomes a plenary / mini-plenary at end of task, not the main focus of the lesson
22Some key things to remember Give pupils time to explore and thinkAsk open questionsDictionary skills are essentialtake time to teach them properly, so that pupils know how to use all the information available!!Using English/Welsh is OK!Start simple and grow: milk your resources!Dictionary skills: it is worth giving a whole lesson over to practising dictionary skills from time to time.An example of a dictionary skills activity is included in the resource pack on the USB stick.
23If you have any questions, please feel free to contact me: Clare Temple Ysgol Clywedog, Wrexham LL13 7UB