Linguascope2018

Powerpoint Templates
Page 1
Creative Grammar:
Developing
Language learners’
independence
Isabelle Jones, Head of Languages
@icpjones
icpjones@yahoo.co.uk
http://isabellejones.blogspot.com

Page 2
Grammar knowledge = Word Power?
• Teaching grammar: What how when?
• Learning and Teaching key patterns and
structures: translation, music, literature
and ICT
• More opportunities to apply grammar
creatively with a focus on developing
independent speaking and writing skills.
Link with changes at KS2 and KS5?

Page 3
Key factors
• Gradual implementation of KS2 PoS
• End of National Curriculum levels at KS3
• End of the Controlled Assessment at KS4
• Focus on productive skills
• Understanding of grammar and
translation (use of reference materials)
• Motivation and compulsion
What have been their impact on our KS3 and KS4 teaching?

Page 4
Key factors
Basic understanding of grammar (gender-noun-verb-
adjective) already in place?
Put sentence-building at the centre of assessment?
Regular extended writing practice/ speaking
opportunities/ application of grammatical concepts.
• Focus on productive skills
Need to develop independent language learning skills.
• Grammar and translation
More work at sentence and paragraph level at KS3.
• Creating independent language learners
Early training to use reference materials independently.
Provide wide ranges of approaches to get pupils to
speak and write and develop their linguistic self-
esteem.

Page 5
Word Power?
Teaching grammar and pronunciation
using Literature, Music and ICT

Page 6
What is grammar?
Word: vocabulary, etymology
Sentence: verbs, clauses
Text: connectives
How do I feel about grammar?

Page 7
“Understand basic grammar appropriate
to the language being studied, including
(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 sentencesbuild sentences;
and how these differ from or are similar
to English.”
http://www.bbc.co.uk/programmes/p01vzml5 (Spanish)
http://www.bbc.co.uk/programmes/p01sxkbj (French)
http://www.bbc.co.uk/programmes/p01ymm8z (German)
KS2 PoS

Page 8
Noticing and understanding
gender
Pupils should…
• see the difference
•understand the difference
•hear the difference
•pronounce the difference
•recall the difference

Page 9
Making nouns plural
• le doigt
• les doigts
• la jambe
• les jambes
• le bras
• les bras
• la main
• les mains

Page 10
Looking at adjectives-1 (KS2)
• Identify adjectives in French
• Notice word order for adjectives
of colour
• Notice word order for wider
range of adjectives
• Notice sound and spelling of
adjectives can change

Page 11
Looking at adjectives-2 (KS2)
• Develop understanding of word
order of a range of adjectives
• Develop understanding of why
spelling of familiar adjectives
can change
• Begin to apply this knowledge
independently

Page 12
Conjugation of verbs
Je porte
Tu portes
Il/elle porte
Nous portons
Vous portez
Ils/elles portent

Page 13
Grammar at KS2
• Identify opportunities linking with
other areas of learning
• it is age-appropriate
• it links with areas of literacy taught
in English

Page 14
KS2 pupils should (ideally)…..
•be curious about the new language
•recognize links between the new language
and other language(s) they know
•notice patterns and differences
•want to create more interesting sentences
•start to use inference when encountering new
language
•start to adapt and manipulate language for
self-expression
•arrive in Y7 with enthusiasm for language learning
What specific grammar would you expect them to have
some knowledge of?

Page 15
Word Power?
Pupils should come to us from KS2 with
some idea about…
Definite article/indefinite article
Plurals
Question forms
Forming the negative
Position of adjectives
Agreement of adjectives

Page 16
Word Power?
Practical ways to teach sentence-building?
Human sentences
Lego
Using animation (ppt)
Colour-coding
Paper chains

Page 17
The four skills in the KS3 Programme of Study
a) speak coherently and confidently, with increasingly
accurate pronunciation and intonation
b) transcribe words and short sentences
that they hear with increasing accuracy
c) listen to a variety of forms of spoken language to
obtain information and respond appropriately
d) 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
e) 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.
g) initiate and develop conversations, coping with unfamiliar
language and unexpected responses, making use of important
social conventions such as formal modes of address
h) 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

Page 18
What is Literature?
short stories
new articles
songs
adverts, posters
magazine articles
publications
scenes from plays
poetry/song lyrics
poem forms such as haiku
fairy tales
rhymes
tongue twisters
letters
myths and legends
Cartoon strips, comics
proverbs
jokes
http://all-literature.wikidot.com/

Page 19
Dictation
Le samedi, mon amie Paule donne des cours de
français aux petits garçons qui habitent à côté.
Ils s’appellent……
…Paul…
et Nicolas.
Paule n’est pas mariée et n’a pas d’enfants, parce
qu’elle s’occupe de son père qui est très âgé.
When did you realise a particular word was masculine,
feminine or plural?
La dictée

Page 20
The sound of language
Extract from “Chant song”, Jacques Prévert, Spectacle
Moon lune
chant song
rivière rêveur
garden river
rêve dream
mer sea
Thank you
moon lune
thank you
mer sea
Moon lune
chant song
rivière river
garden rêveur
Children enfant
mer sea
time temps
Oh flower girl
children enfant
oh yes je t’aime
Je t’aime tant
t’aime tant
t’aime tant
time temps
time temps
time temps
time temps
et tant et tant
et tant et tant
et tant…
et temps.

Page 21
The sound of language
L’amiral Jacques Prévert, Parole
L’amiral Larima
Larima quoi
la rime à rien
l’amiral Larima
l’amiral Rien.

Page 22
Ana Tijoux: Las horas
• http://www.youtube.com/watch?v=HnRywV8Hh-U
Hace horas que te espero
y hace horas no te veo
hace horas que te quiero pero
hace horas que te pierdo
hace horas que te espero
y hace horas no te veo
hace horas que te quiero pero
hace horas que te pierdo
Hace horas que te pierdo
en esta esquina solo me acompaña esta
tímida neblina el sabor de tus besos
impregnados al vapor de este solitario invierno
quizás me olvidaste
o quizás la verdad tú solo me borraste
este amor es un chiste triste triste
como se siente cuando todo lo perdiste
la miel la piel y el riel
cual es el sentido cuando la vida luego es tan cruel
dame más tiempo frecuento un momento
juro que mi sombra será tan discreta como tu silencio
pero nunca me respondes …
Sound, stress and
accents

Page 23
Words and phrases
• Etymology: prefixes & suffixes
• http://www.etymonline.com/index.php
• Idioms (lost in translation language)
• «awkward English»
• Set phrases and expressions
• http://www.tv5.org/cms/chaine-francophone/lf/p-11171-Les-expressions-imagees-d-Archibald.htm
• http://enseigner.tv5monde.com/fle/les-expressions-francaises-le-corps
• http://www.youtube.com/watch?v=yUHtmKLIAnY (mind mistake and slang)

Page 24
Language Awareness
starters
• Jar, coffee, sugar
• Sky, leg, wife
• Pill, wagon
• Damp, luck
• Shampoo, bungalow, cot
• Umbrella, piano, corridor
• Tent, café, route
• Rose, atlas, museum
Which languages have these been borrowed from?
Pronunciation/ Spelling/ Use of vowels and consonants/ Etymology
Arabic
Norwegian/ Danish
Dutch
German
Hindi
Italian
French
Greek

Page 25
Creative Grammar:
Music and rhythm
Made-up songs for a specific purpose
*learning specific vocabulary and structure
Use ready-made songs:
http://www.youtube.com/watch?NR=1&v=3kWwS1
j’ai tu as
http://www.youtube.com/watch?v=sQyY8Cak5Ps
Soy una pizza
Download your own beats and learn vocabulary
to rhythm…
http://trumental.com/beats?ref=news#18630=2015

Page 26
Musical grammarMusical grammar
• Why do I like this song? How does it make me
feel?
• What is the general theme of the song? Is it
appropriate for my class? Can it enhance
cultural awareness?
• Are the words clear? Is there any slang in the
song?
• What is the image of the singer? (age/ style)
• How typically French, Spanish, Algerian,
Colombian… are they/ is their music?
• What structures are repeated in the chorus?
• What tenses are used in the song?
• How memorable is their official music video?
• Is it a distraction?

Page 27
Musical grammarMusical grammar
• Spotify revision lists:
• Révisions musicales (French) icpjones
• https://open.spotify.com/user/11172301554/play
7pDMytH35drKSOBqKKoidG
• Repasamos el español (Spanish) icpjones
• https://open.spotify.com/user/11172301554/play
2eJ8CoNfHuLo8YKCp1wFMl

Page 28
Translation at KS3
• How would you define translation
within the context of a task at
KS3?
• What is the rationale for using
translation from and into English
at KS3?
• What translation tasks do you
already do with your KS3
classes?

Page 29
Translation at KS3
• KS3 translation: “rendering of
words, grammatical structures
and short text into English or the
TL”

Page 30
Translation
into the Target Language
• Tests the use of suitable vocabulary in context ;
• Provides pupils with an opportunity to develop their
ability to apply the grammatical structures learnt that
are specific to the Target Language ;
• Provides an opportunity for pupils to reflect on the
similarities and differences between languages in
terms of vocabulary and structure ;
• Supports the active development of writing and
speaking skills in the target language (through de-
construction and re-construction) ;
• Enables students to understand language structure
better and be more creative and accurate when
manipulating the language independently.

Page 31
Translation
into English
• Helps pupils develop a wider range of
comprehension strategies
• Provides a way of demonstrating understanding of
texts
• Provides an opportunity for pupils to consolidate their
literacy skills in their own language by paraphrasing a
text or other stimulus in the TL.
• Provides an opportunity for pupils to develop greater
intercultural awareness and understanding
• Provides an opportunity for pupils to develop an
awareness of linguistic structure and overlaps/ gaps
in meanings.

Page 32
Translation activities
• Vocabulary test
• Oral /written dominoes
(words or phrases)
• Gap-fill exercise
• Translation of sentences
illustrating a specific
grammatical point
• Find the English
phrases in the T L text
• Redraft someone else’s
translation
English => TL TL => English
• Vocabulary test
• Oral /written dominoes
(words or phrases)
• Redraft someone else’s
translation
• Add titles (in English) to
text in T L
• Paraphrase or summarise
• Question and answer in
English
• True / false or multiple
choice
• Subtitles
TL use in danger?

Page 33
Musical translation
*Compare words in the song with
transcript-correct mistakes
*Compare words in the song with the
translation-what has been changed?
Why?
*Cover versions of popular songs are
useful as they encourage reflection on
translation.
Kevin, Karla y la banda-YouTube
http://www.youtube.com/user/kvnvasque
z/videos

Page 34
Wrecking Ball"
We clawed,
we chained our hearts in vain
We jumped never asking why
We kissed, I fell under your spell.
A love no one could deny
Don't you ever say I just walked away
I will always want you
I can't live a lie, running for my life
I came in like a wrecking ball
I never hit so hard in love
All I wanted was to break your walls
All you ever did was wreck me
Yeah, you, you wreck me
I put you high up in the sky
And now, you're not coming down
It slowly turned, you let me burn
And now, we're ashes on the ground
Don't you ever say I just walked away
I can't live a lie, running for my life
En vano hoy mi corazón saltó,
Pero sin preguntar, hoy te besé
Un hechizo fue
Amor, no lo puedo negar
No me digas que sólo me alejé
Yo siempre te amaré
Ya no mentiré, por ti escaparé
Es como una Demolición
Golpea fuerte el corazón
cada muro en mi derribas hoy
lo único que hiciste tu, fue destruir
sólo, fue destruir
Te puse en lo alto de Cielo
Y ahora no bajarás
Esto cambio el fuego
Me quemó
Cenizas quedarán
No me digas que sólo me alejé
Ya no mentiré, por ti escaparé
https://www.youtube.com/watch?v=U7bGGdcEruA

Page 35
ALevel-Francophone musicALevel-Francophone music
• Introduction-from Jacques Brel to Stromae
• Ne me quitte pas/ Formidable
• http://www.youtube.com/watch?v=Sk7_HY9svAw
• https://www.youtube.com/watch?v=S_xH7noaqTA
• Compare themes
• Compare their backgrounds, personalities and
how they convey their emotions in the video
• Compare the language used (standard/ slang)
• Study the different tenses used in song/ time
frames?
• KS3/4 Gap-fill exercise:
• Alors on danse
• Ne me quitte pas

Page 36
Essential LinksEssential Links
• Karaoke!
• http://www.lyricstraining.com
• Fill in the gap exercises (10%,
30% or transcription)
• All songs graded for difficulty
• All authentic songs with YouTube
videos
• Ipad/iphone apps: Discovr Music
• Shazam! (for lyrics)

Page 37
Essential LinksEssential Links
• http://chansons-fr.com/ blog with French songs-videos
and lyrics
• http://www.lepointdufle.net/chansons.htm Links to
French videos, lyrics and activities
• http://www.tv5.org/cms/chaine-francophone/Musique/p-142
(for French)
• http://www.musique-de-la-semaine.eu/index.html
Keeping up to date with French music
• http://formespa.rediris.es/canciones/ Spanish songs,
videos and activities
• http://platea.pntic.mec.es/cvera/hotpot/chansons/index.htm
Carmen Vera (French)
• http://elmundodebirch.wikispaces.com/Spanish+Music+Da
Sharon Birch (Spanish)
• http://www.todoele.net/canciones/Cancion_list.asp Todo
ELE (Spanish)
• https://www.mindmeister.com/fr/23760404/la-musique-en-f
(mindmap)
• http://www.profedeele.es/ (blog with resources)

Page 38
Tools to encourage playfulness with language
(and embed grammatical knowledge)
Listen to it
Say it
Read it
Understand it
De-construct it
Re-construct it
Create something different from it

Page 39
Tools to encourage playfulness with language
Poetry:
Does not have to rhyme (writing-exploring a topic)
Using rhymes (speaking-exploring the sounds of the language,
reinforcing patterns)
Rhyming dictionary (online or app)
http://www.dicodesrimes.com/ http://dictionnaire-des-rimes.fr/
http://buscapalabras.com.ar/rimas.php
https://itunes.apple.com/es/app/pocket-rhymer/id338095684?mt=8 (fr-sp-Gr-it-En
Puns and jokes:
Cultural references
Sounds of the language
Double meaning
Carambar jokes
http://blague.carambar.free.fr/blagues/blague.html
Lepe
http://www.1000chistes.com/chistes-de-lepe
Tongue twisters:
Great for pronunciation practice
http://trabalenguasenespanol.com/
http://michel.buze.perso.neuf.fr/lavache/virelangues.htm
http://www.tv5.org/TV5Site/publication/publi-39-Les_virelangues.htm
Translation and creativity

Page 40
Word Power?
More opportunities for creative expression
with a focus on developing independent
speaking and writing skills
*Use of grammar terminology to access reference materials &
understanding of different types of verbs:
infinitive endings,
reflexive verbs,
transitive verbs,
Intransitive verbs,
stem changes,
order of pronouns in verb tables,
tense recognition and concept.
*Reward the correct use of verbs in full sentences (stage 1)
*Reward the correct use of a range of verbs (stage 2)
*Reward the correct use of a range of verbs in different
persons & different tenses (stage 3)

Page 41
Word Power?
More opportunities for creative expression
with a focus on developing independent
speaking and writing skills
Schemes of Work update:
Prioritise grammatical concepts
1) Choose your receptive/ productive priorities for verbs
e.g.
Y7 : productive: Present tense, regular/irregular, questions and
Negatives, introduction to full verb paradigm, practice of the verb
forms for I, you (singular), he/she, we, you (plural) they.
2) Reinforcement of adjectival agreement: masculine/ feminine
and singular/ plural (applied to productive skills)
3) Incidental grammar linked with content e.g. pronouns,
determiners/articles…

Page 42
Playfulness with language
Premier jour Jacques Prévert, Parole
Des draps blancs dans une armoire
Des draps rouges dans un lit
Un enfant dans sa mere
Sa mère dans les douleurs
Le père dans le couloir
Le couloir dans la maison
La maison dans la ville
La ville dans la nuit
La mort dans un cri
Et l’enfant dans la vie.
Une histoire?

Page 43
Playfulness with language
Le message Jacques Prévert, Parole
La porte que quelqu’un a ouverte
La porte que quelqu’un a refermée
La chaise où quelqu’un s’est assis
Le chat que quelqu’un a caressé
Le fruit que quelqu’un a mordu
La lettre que quelqu’un a lue
La chaise que quelqu’un a renversée
La porte que quelqu’un a ouverte
La route où quelqu’un court encore
Le bois que quelqu’un traverse
La rivière où quelqu’un se jette
L’hôpital où quelqu’un est mort.
Grammar/Narrative/Art/Film

Page 44
UN INVENTAIRE A LA PREVERT
• Vous ne ferez pas de phrases complètes, mais une liste de
thèmes, objets, sentiments, personnes, actions…ayant rapport à
l’amour.
• ·Nombre de vers : maximum 20
• Vous utiliserez des allitérations et/ou des assonances.
• Utilisez au moins trois mots de chacune des listes suivantes dans
votre poème :
► adjectifs : ému, heureux, ensorcelé, amusé, ébloui, séduit,
amoureux, fasciné, fou
► verbes : embrasser, murmurer, serrer contre soi, manquer,
cajoler, penser à, tomber sous le charme de…
► adverbes : tendrement, doucement, amoureusement,
passionnément, follement, affectueusement, intensément
► substantifs : la passion, l’amour, la flamme, la rencontre, la
femme de ma vie, l’homme idéal, le coup de foudre.

Page 45
Un verbe : Aimer
• 1. Un regard, une rencontre... un été, un sourire…
2. un numéro, un mail, une attente, un souvenir…
3. un appel, une voix, un début, un rencard…
4. un horaire, un endroit, une venue, un espoir…
5. une terrasse, un café, un dialogue, un moment…
6. un soleil, une lumière, un cœur, un battement…
7. une seconde, une minute, une heure, un plaisir…
8. un au-revoir, une prochaine, une promesse, un désir..
9. un après, une durée, une patience, un silence..
10. un doute, un pourquoi, un regret, une distance..
11. un retour, une surprise, un déluge, une marée..
12. une suite, une envie un projet.. une soirée..
13. une pleine lune, une virée, un instant, une pulsion..
14. un frôlement, un baiser, une magie ... Un frisson...
15. un accord, un avenir, une force,
• une destinée..
16. une étoile, un poème
• et un verbe "aimer"
http://www.youtube.com/watch?v=V5FFtxl18ck

Page 46
Diamond poems
noun
adjective adjective
verb verb verb
adjective adjective
noun

Page 47
Diamond poems
Le temps
La pluie
torentielle froide
tombe est plane
épais mystérieux
Le brouillard
Invente les règles pour les accords…
Infinitifs/ conjugués/ verbes pour les deux noms…

Page 48
Word Power and ICT
Maximise the use of digital and mobile
learning tools to encourage students’
creativity and independence.

Page 49
Text-to-speech
http://text-to-speech.imtranslator.net/

Page 50
Real or fake technology?
Visual support & Engagement
Classtool.net http://classtools.net/
Site with templates for resources
to be printed or put on a blog or a VLE.
Drama!

Page 51
Creative Writing
Decide Now! app
https://itunes.apple.com/gb/app/decide-now!/id383718755?mt=8

Page 52
•Write about it: newspaper article/
letter/presentation
to penpal/ blog post/ short play/ poem/ story for
young audience.
http://mfl-
storybirds.wikispaces.com/French+Storybirds
•Talk about it: record an interview/ podcast
(dialogue,
News report, drama...) audio/ video
•Apply imagination
Nightmare holiday/day, Famous for a day:
who/what/why,
Life Swap (dice), School of the future, My film
(dice)
Summer/ Winter uniform..
Extended Writing

Page 53
Flip your lesson!
Identify and create resources for
pupils to have access to key
Vocabulary and structures before the
lesson:
How would you do this?
Pros & cons?
How does this approach support the
development of pupils’ independence?

Page 54
Flip your lesson!
Traditional resources and references:
Free Collins online dictionary
http://www.collinsdictionary.com/dictionar
y/english?showCookiePolicy=true
Text-to-speech:
http://text-to-speech.imtranslator.net/
Reading support:
http://lingro.com/
Related articles:
http://twitter.com/AESG_MFL

Page 55
Flip your lesson!
https://www.pinterest.com/icpjones/

Page 57
Grammar knowledge = Word Power?
• Teaching grammar: What how when?
• Learning and Teaching key patterns and
structures: translation, music, literature
and ICT
• More opportunities to apply grammar
creatively with a focus on developing
independent speaking and writing skills.
Link with changes at KS2 and KS5?

Page 58
Key factors
• Focus on productive skills at GCSE and
need to create independent language
learners
• Need for pupils to apply grammar
accurately in writing and translation
Audit: How have you been personally affected by…
ACTION!

Page 59
Creative Grammar:
Developing
Language learners’
independence
Isabelle Jones, Head of Languages
@icpjones
icpjones@yahoo.co.uk
http://isabellejones.blogspot.com

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Linguascope2018