Wordpower for ks3

Powerpoint Templates
Page 1
Word Power!
A toolkit to prepare
KS3
for changes at KS4
Isabelle Jones, Head of Languages
@icpjones
icpjones@yahoo.co.uk
http://isabellejones.blogspot.com

Page 2
Word Power?
• Teaching grammar and pronunciation
using Literature, Music and ICT
• More opportunities for creative
expression with a focus on developing
independent speaking and writing skills
• Maximise the use of digital and mobile
learning tools to encourage students’
creativity and independence.
Link with changes at KS2 and KS4?

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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
• Grammar and translation
• Creating independent language learners
• Motivation and compulsion
What will be their impact on our KS3 teaching?

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Key factors
Basic understanding of grammar (noun-verb-adjective)
already in place?
Put sentence-building at the centre of assessment?
Regular extended writing practice/ speaking
opportunities.
Need to develop independent language learning skills.
More work at sentence and paragraph level at KS3.
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

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.”
KS2 PoS

Page 8
Word Power?
Practical ways to teach sentence-building?
Human sentences
Lego
Using animation (ppt)
Colour-coding
Paper chains

Page 9
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 10
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/

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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

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Tools for Linguistic Creativity
The way words look
The way words sound
The way words interact with each
other
Being playful with the links between
languages

Page 13
Phonic grids
Adapted from Rachel Hawke’s idea for Spanish
http://www.rachelhawkes.com/

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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

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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.

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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 17
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

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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)

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Idiomatic phrases and sayings
Fluency?
2000 everyday English expressions translated into French
Another 2000 everyday English expressions translated into
French
Kit Brett
Free Podcasts
http://www.frenchbyrepetition.co.uk/

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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 21
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

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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 23
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?

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

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Translation at KS3
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.

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Translation at KS3
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.

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KS3 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 28
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

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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

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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)

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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)

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Tools to encourage playfulness with language
Listen to it
Say it
Read it
Understand it
De-construct it
Re-construct it
Create something different from it

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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

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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 35
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…

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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?

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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 38
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 39
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 40
Diamond poems
noun
adjective adjective
verb verb verb
adjective adjective
noun

Page 41
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 42
Haikus
En/core/ de/ la/ pluie (5)
Comme/ je/ pré/fére/ le/ so/leil… (7)
Vi/ ve/ ment/ l’é/té (5)
Expressions/ phrase complètes

Page 43
Kennings
A kenning is a form of metaphor,
originally used in Anglo-Saxon and
Norse poetry.
In a kenning, an object is described in a
two-word phrase, such as 'whale-road'
for 'sea'.
Some kennings can be more obscure
than others, and are close to being a
riddle.
Un jardin
Un ordinateur
Un teléfono
Un amigo

Page 44
Spontaneous Speaking
Provide regular protected lesson time for this
(beginning or end) or unplanned opportunities
arising in the lesson.
Give them something worth talking about-encourage
banter?
Reward participation and risk-taking-praise, merits,
mentions in reports. This is WORK.
Give them some tools-cross-topic phrases/ prompt
Let them go.. Move away from over-correction.
Encourage language recycling.
Highlight key grammar from useful cross-topic
phrases at appropriate times
Group Talk (Greg Horton)

Page 45
Word Power?
Maximise the use of digital and mobile
learning tools to encourage students’

Page 46
Text-to-speech
http://text-to-speech.imtranslator.net/

Page 47
Word clouds &
Calligrammes
• Wordle http://www.wordle.net
• Tagxedo
http://www.tagxedo.com/

Page 48
Supporting and Recording Creative Talk
http://www.easi-speak.org.uk/ http://audacity.sourceforge.
net/
http://www.voki.com Tellagami (app) Ppt recording function

Page 49
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 50
Creative Writing
Decide Now! app
https://itunes.apple.com/gb/app/decide-now!/id383718755?mt=8

Page 51
•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 52
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 53
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 54
Flip your lesson!
https://www.pinterest.com/icpjones/

Page 56
Key factors
ACTION!

Page 57
Word Power?
• Teaching grammar and pronunciation
• More opportunities for creative
expression with a focus on developing
independent speaking and writing skills
• Maximise the use of digital and mobile
learning tools to encouragge students’

Page 58
Word Power!
A toolkit to prepare
KS3
for changes at KS4
Isabelle Jones, Head of Languages
@icpjones
icpjones@yahoo.co.uk
http://isabellejones.blogspot.com

Wordpower for ks3

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