Pinterest and Twitter? Motivating tools to develop
reading and writing in the EAL and MFL classroom.
Isabelle Jones, Head ...
Tools and Strategies to develop reading and
writing in the EAL and MFL classroom :
• Building up vocabulary
• Linking rece...
Tools and Strategies to develop reading and
writing in the EAL and MFL classroom :
From low-tech to high-tech…
Building up vocabulary
• Understanding new vocabulary: word
families and etymology
• Noun => verb
• Noun => adjective => v...
Building up vocabulary
• Idioms and translation
• http://enseigner.tv5monde.com/fle/les-
expressions-francaises-le-corps
•...
Building up vocabulary
• Collecting new vocabulary: How? Where??
Vocabulary book?
Excel/ google spreadsheet
Quizlet cards ...
Building up vocabulary
• Prioritising vocabulary/structures:
Generic/ Topic-specific/ Text-type specific
• Colour-coding
Building up vocabulary
• Practising new vocabulary/ structures
• Speaking/ acting
• Scripting
• Designing teaching materia...
Building up vocabulary
• Testing new vocabulary
• Recognition first (Listening/ Reading)
• Production at sentence/ paragra...
Linking receptive and productive skills-grammatical
de-construction and re-construction
How do I feel about grammar?
https...
Linking receptive and productive skills-grammatical
de-construction and re-construction
• Sentence: verbs, clauses
• http:...
Encouraging more advanced reading-
increasing independence
• short stories
new articles
songs
adverts, posters
magazine ar...
Encouraging more advanced reading-
increasing independence
• Twitter timeline + Lingro
• http://twitter.com/AESG_MFL
• htt...
Writing frames and manipulating the language-
grammatical application and creativity
Writing frames?
• Unsatisfying?
• Not...
Writing frames and manipulating the language-
grammatical application and creativity
Translation into English
• Helps pupi...
Writing frames and manipulating the language-
grammatical application and creativity
Translation into Target Language
• Te...
Writing frames and manipulating the language-
grammatical application and creativity
• Vocabulary test
• Oral /written dom...
Writing frames and manipulating the language-
grammatical application and creativity
• Poetry:
• Does not have to rhyme (w...
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...
UN INVENTAIRE A LA PREVERT
• Vous ne ferez pas de phrases complètes, mais une liste de thèmes, objets, sentiments,
personn...
Un verbe : Aimer
• 1. Un regard, une rencontre... un été, un sourire…
2. un numéro, un mail, une attente, un souvenir…
3. ...
noun
adjective adjective
verb verb verb
adjective adjective
noun
Diamond poems
Writing frames and manipulating the language-
grammatical application and creativity
• Listen to it
• Say it
• Read it
• U...
Writing frames and manipulating the language-
grammatical application and creativity
• Karaoke!
• http://www.lyricstrainin...
Hace tiempo atrás, errores cometí
mirabas sin parar, tratando de fingir
me hallaste, me hallaste, me hallaste
Luego no te ...
Writing frames and manipulating the language-
grammatical application and creativity
• Made-up songs for a specific purpos...
Music and Grammar go-to sites
• http://chansons-fr.com/ blog with French songs-videos and lyrics
• http://www.lepointdufle...
Tools and Strategies to develop reading and
writing in the EAL and MFL classroom :
• Building up vocabulary
• Linking rece...
Pinterest and Twitter? Motivating tools to develop
reading and writing in the EAL and MFL classroom.
Isabelle Jones, Head ...
Tools for Reading and Writing in EAL and MFL
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Tools for Reading and Writing in EAL and MFL

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

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Tools for Reading and Writing in EAL and MFL

  1. 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. 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. 3. Tools and Strategies to develop reading and writing in the EAL and MFL classroom : From low-tech to high-tech…
  4. 4. 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
  5. 5. 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/
  6. 6. 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
  7. 7. Building up vocabulary • Prioritising vocabulary/structures: Generic/ Topic-specific/ Text-type specific • Colour-coding
  8. 8. Building up vocabulary • Practising new vocabulary/ structures • Speaking/ acting • Scripting • Designing teaching materials for younger pupils
  9. 9. 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
  10. 10. 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)
  11. 11. 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
  12. 12. 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
  13. 13. 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/
  14. 14. 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
  15. 15. 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.
  16. 16. 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.
  17. 17. 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
  18. 18. 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)
  19. 19. 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
  20. 20. 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.
  21. 21. 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
  22. 22. noun adjective adjective verb verb verb adjective adjective noun Diamond poems
  23. 23. 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
  24. 24. 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!
  25. 25. 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…
  26. 26. 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
  27. 27. 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)
  28. 28. 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
  29. 29. 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

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