Slides from my presentation at the Practical Pedagogies, conference at The International School of Toulouse, October 2015.

1. Pinterest and Twitter? Motivating tools to develop
reading and writing in the EAL and MFL classroom.
Isabelle Jones, Head of Modern Languages,
Alderley Edge School for Girls @icpjones
http://isabellejones.blogspot.com icpjones@yahoo.co.uk

2. Tools and Strategies to develop reading and
writing in the EAL and MFL classroom :
• Building up vocabulary
• Linking receptive and productive skills-grammatical
de-construction and re-construction
• Encouraging more advanced reading-increasing
independence
• Writing frames and manipulating the language-
grammatical application and creativity

3. Tools and Strategies to develop reading and
writing in the EAL and MFL classroom :
From low-tech to high-tech…

5. Building up vocabulary
• Understanding new vocabulary: word
families and etymology
• Noun => verb
• Noun => adjective => verb
• Prefixes/ suffixes (Greek/Latin)
• “Awkward English”
• http://blogs.transparent.com/language-
news/2014/04/30/enjoying-etymology
• Original or stolen?
• http://www.etymonline.com/index.php

6. Building up vocabulary
• Idioms and translation
• http://enseigner.tv5monde.com/fle/les-
expressions-francaises-le-corps
• http://enseigner.tv5monde.com/fle/les-
expressions-francaises-les-aliments
• Use of resources
Free Collins online dictionary
http://www.collinsdictionary.com/dictionary/english
?showCookiePolicy=true
Text-to-speech:
http://text-to-speech.imtranslator.net/
Reading support:
http://lingro.com/

7. Building up vocabulary
• Collecting new vocabulary: How? Where??
Vocabulary book?
Excel/ google spreadsheet
Quizlet cards http://quizlet.com
/games and quizzes https://getkahoot.com/
Recording it/speaking ppt/ FLA podcasts
• Download your own beats and learn
vocabulary
• http://trumental.com/beats?ref=news#18
630=20150529-FreeSpirit

8. Building up vocabulary
• Prioritising vocabulary/structures:
Generic/ Topic-specific/ Text-type specific
• Colour-coding

9. Building up vocabulary
• Practising new vocabulary/ structures
• Speaking/ acting
• Scripting
• Designing teaching materials for younger
pupils

10. Building up vocabulary
• Testing new vocabulary
• Recognition first (Listening/ Reading)
• Production at sentence/ paragraph level :
sentence building.
• Human sentences
• Lego
• Using animation (and ppt?)
• Colour-coding
• Paper chains

11. Linking receptive and productive skills-grammatical
de-construction and re-construction
How do I feel about grammar?
https://www.tes.com/news/tes-archive/tes-publication/are-you-ready-go-boldly
https://www.tes.com/news/tes-archive/tes-publication/secret-knocking-grammar-six
“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 sentences; and how these
differ from or are similar to English.”
(KS2 PoS)

12. Linking receptive and productive skills-grammatical
de-construction and re-construction
• Sentence: verbs, clauses
• http://www.profedeele.es/2015/09/verbolocura-juego-verbos.html
• http://www.profedeele.es/2015/09/material-memorizar-verbos.html
• Text: advanced reading for identifying advanced vocabulary and
Structures
Accessible authentic materials

13. Encouraging more advanced reading-
increasing independence
• 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/
Using literature

14. Encouraging more advanced reading-
increasing independence
• Twitter timeline + Lingro
• http://twitter.com/AESG_MFL
• http://lingro.com
• Pinterest texts + Lingro
• https://www.pinterest.com/icpjones/french-texts/
• https://www.pinterest.com/icpjones/spanish-texts/
• https://www.pinterest.com/icpjones/pablo-neruda/
• https://www.pinterest.com/icpjones/jacques-prevert/

15. Writing frames and manipulating the language-
grammatical application and creativity
Writing frames?
• Unsatisfying?
• Not encouraging independent writing?
• Use of model texts and reference materials
• Pupils identify which structures will be kept from the
model (word/ printing+highlighting)
• Pupils are given prompt and they have to suggest how t he
sentences could be completed => literal / proper
translation

16. Writing frames and manipulating the language-
grammatical application and creativity
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.

17. Writing frames and manipulating the language-
grammatical application and creativity
Translation into 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.

18. Writing frames and manipulating the language-
grammatical application and creativity
• 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

19. Writing frames and manipulating the language-
grammatical application and creativity
• 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)

20. Le message Jacques Prévert
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/Film script

21. 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.

22. 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

23. noun
adjective adjective
verb verb verb
adjective adjective
noun
Diamond poems

24. Writing frames and manipulating the language-
grammatical application and creativity
• Listen to it
• Say it
• Read it
• Understand it
• De-construct it
• Re-construct it
• Create something different from it

25. Writing frames and manipulating the language-
grammatical application and creativity
• 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) => musical translation!

26. Hace tiempo atrás, errores cometí
mirabas sin parar, tratando de fingir
me hallaste, me hallaste, me hallaste
Luego no te importé, pero eso me gustó
cuando me enamoré, huiste con mi amor
me heriste, me heriste, me heriste
Me di cuenta que yo, nada soy para ti
me di cuando amor, que un tonto yo fui
Siempre supe desde que te conocí, que un problema eras
me enseñaste lugares donde nunca fui, y aún así me humillas
Siempre supe desde que te conocí, que un problema eras
me enseñaste lugares donde nunca fui, he despertado y
ahora en el suelo estoy…
No se disculpará, no me verá llorar
él sólo fingirá, que no tuvo la culpa
alguna, alguna, alguna
Rumores escuché, confirman la verdad
al fin pude entender, que sólo fui una más
no hay duda, no hay duda, no hay duda
Me di cuenta que yo, nada soy para ti
me di cuando amor, que un tonto yo fui
Siempre supe desde que te conocí, que un problema eras
me enseñaste lugares donde nunca fui, y aún así me humillas
Siempre supe desde que te conocí, que un problema eras
me enseñaste lugares donde nunca fui, he despertado y
ahora en el suelo estoy
en el suelo, suelo, suelo…
Cuando el miedo está, empiezo a preguntar
¿si me pudiste amar?, quizás
¿a alguien más?
di la verdad
Siempre supe desde que te conocí…
https://youtu.be/lwZH7OBj6EcI knew you were trouble
Once upon time, a few mistakes ago
I was in your sights, ou got me alone
You found me, you found me, ou found me
I guess you didn't care, and I guess I liked that
And when I fell hard, ou took a step back
Without me, without me, without me
And he's long gone, when he's next to me
And I realize the blame is on me
'Cause I knew you were trouble when you walked in
So shame on me now
Flew me to places I'd never been, so you put me down oh
I knew you were trouble when you walked in
So shame on me now, flew me to places I'd never been
Now I'm lying on the cold hard ground
Trouble, trouble, trouble…
No apologies, he'll never see you cry
Pretend he doesn't know, that he's the reason why
You're drowning, you're drowning, you're drowning
And I heard you moved on, from whispers on the street
A new notch in your belt is all I'll ever be
And now I see, now I see, now I see
He was long gone, when he met me
And I realize now the joke is on me
I knew you were trouble when you walked in…
When your saddest fear comes creeping in
That you never loved me or her or anyone or anything…
I knew you were trouble when you walked in…
I knew you were trouble when you walked in
Trouble, trouble, trouble
I knew you were trouble when you walked in
Trouble, trouble, trouble…

27. Writing frames and manipulating the language-
grammatical application and creativity
• Made-up songs for a specific purpose
• *learning specific vocabulary and structure
• Use ready-made songs:
• http://www.youtube.com/watch?NR=1&v=3kWw
S1_Kark&feature=endscreen j’ai tu as
• http://www.youtube.com/watch?v=sQyY8Cak5Ps
Soy una pizza

28. Music and Grammar go-to sites
• 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-14241-
Musique.htm (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+Database Sharon
Birch (Spanish)
• http://www.todoele.net/canciones/Cancion_list.asp Todo ELE (Spanish)
• https://www.mindmeister.com/fr/23760404/la-musique-en-france
(mindmap)
• http://www.profedeele.es/ (blog with resources)

29. Tools and Strategies to develop reading and
writing in the EAL and MFL classroom :
• Building up vocabulary
• Linking receptive and productive skills-grammatical
de-construction and re-construction
• Encouraging more advanced reading-increasing
independence
• Writing frames and manipulating the language-
grammatical application and creativity

30. Pinterest and Twitter? Motivating tools to develop
reading and writing in the EAL and MFL classroom.
Isabelle Jones, Head of Modern Languages,
Alderley Edge School for Girls @icpjones
http://isabellejones.blogspot.com icpjones@yahoo.co.uk