No Travel No Problem-Bringing Languages Alive during a PandemicIsabelle Jones
This document provides suggestions for teaching foreign languages during a pandemic when travel is difficult. It proposes using online tools to virtually explore target language countries, cultures, and people. This includes using webcams, videos, and maps to learn about places and what is happening now. It also suggests challenging perceptions by comparing expectations to realities. Live exchanges and asynchronous audio/video can facilitate interaction with native speakers. The goal is to bring target language studies alive through digital means since physical travel is not possible.
Music, Rhythm & Grammar discusses how music can boost long-term memory and explores the connection between music and language learning. It provides links to tools like Spotify playlists, free rap beats, voice recording apps, and lyric and language learning apps that can help incorporate music and rhythm into language education.
This document discusses using music and technology to support language learning. It provides examples of tools like playlists on YouTube and Spotify that use melody, rhythm and lyrics to help learn vocabulary. Other sections discuss how music can boost long-term memory and support recall. A variety of apps and websites are presented that can help discover new artists and songs, translate lyrics, and engage with online language communities through social media.
This PowerPoint presentation discusses developing language learners' independence through creative grammar instruction. It covers teaching grammar concepts like gender, plurals, adjectives and verb conjugation using literature, music and ICT. Various translation activities for KS3 are proposed, including translating sentences, gap fills, and musical translation. The presentation emphasizes motivating students and helping them apply grammar concepts independently in their speaking and writing.
This PowerPoint presentation discusses creative ways to teach grammar through speaking and writing activities. It provides many examples of activities that playfully engage with the sounds, words, and structures of the target language. These include poems, songs, word games, translations, and using digital tools. The goal is to make grammar learning more engaging for students by moving beyond traditional methods and incorporating creativity.
Literature for ALL LW2017 Nottingham-March 2017Isabelle Jones
This PowerPoint presentation discusses using literature to teach foreign languages to all students. It begins by defining literature and examining the benefits of using it, such as engagement and motivation. Some challenges of using literature, such as adapting texts and cultural references, are also outlined. The presentation provides many examples of poems, stories and songs in French and Spanish that could be used, as well as activities like recitation, translation and discussion. It emphasizes making literature accessible for all students.
This document discusses translation in language learning from key stage 2 through 5. It addresses translating into both the first language (L1) and second language (L2), exploring issues of literacy, vocabulary and grammar development, and cultural understanding. A range of tools and approaches for translation are presented, including the use of online resources, literature, news articles, social media posts and songs. Benefits and challenges of different translation activities are considered.
This document discusses using technology to motivate language learning in the classroom. It provides examples of using online resources and tools to build vocabulary, link receptive and productive skills through grammatical deconstruction and reconstruction, encourage advanced reading and listening to increase independence, and manipulate the language through grammatical application and creativity. Specific websites and apps are recommended for activities like collecting vocabulary, practicing verbs and sentences, reading texts, listening to songs and dialogues, creating poems and songs, and keeping up with other language teachers through social media groups.
No Travel No Problem-Bringing Languages Alive during a PandemicIsabelle Jones
This document provides suggestions for teaching foreign languages during a pandemic when travel is difficult. It proposes using online tools to virtually explore target language countries, cultures, and people. This includes using webcams, videos, and maps to learn about places and what is happening now. It also suggests challenging perceptions by comparing expectations to realities. Live exchanges and asynchronous audio/video can facilitate interaction with native speakers. The goal is to bring target language studies alive through digital means since physical travel is not possible.
Music, Rhythm & Grammar discusses how music can boost long-term memory and explores the connection between music and language learning. It provides links to tools like Spotify playlists, free rap beats, voice recording apps, and lyric and language learning apps that can help incorporate music and rhythm into language education.
This document discusses using music and technology to support language learning. It provides examples of tools like playlists on YouTube and Spotify that use melody, rhythm and lyrics to help learn vocabulary. Other sections discuss how music can boost long-term memory and support recall. A variety of apps and websites are presented that can help discover new artists and songs, translate lyrics, and engage with online language communities through social media.
This PowerPoint presentation discusses developing language learners' independence through creative grammar instruction. It covers teaching grammar concepts like gender, plurals, adjectives and verb conjugation using literature, music and ICT. Various translation activities for KS3 are proposed, including translating sentences, gap fills, and musical translation. The presentation emphasizes motivating students and helping them apply grammar concepts independently in their speaking and writing.
This PowerPoint presentation discusses creative ways to teach grammar through speaking and writing activities. It provides many examples of activities that playfully engage with the sounds, words, and structures of the target language. These include poems, songs, word games, translations, and using digital tools. The goal is to make grammar learning more engaging for students by moving beyond traditional methods and incorporating creativity.
Literature for ALL LW2017 Nottingham-March 2017Isabelle Jones
This PowerPoint presentation discusses using literature to teach foreign languages to all students. It begins by defining literature and examining the benefits of using it, such as engagement and motivation. Some challenges of using literature, such as adapting texts and cultural references, are also outlined. The presentation provides many examples of poems, stories and songs in French and Spanish that could be used, as well as activities like recitation, translation and discussion. It emphasizes making literature accessible for all students.
This document discusses translation in language learning from key stage 2 through 5. It addresses translating into both the first language (L1) and second language (L2), exploring issues of literacy, vocabulary and grammar development, and cultural understanding. A range of tools and approaches for translation are presented, including the use of online resources, literature, news articles, social media posts and songs. Benefits and challenges of different translation activities are considered.
This document discusses using technology to motivate language learning in the classroom. It provides examples of using online resources and tools to build vocabulary, link receptive and productive skills through grammatical deconstruction and reconstruction, encourage advanced reading and listening to increase independence, and manipulate the language through grammatical application and creativity. Specific websites and apps are recommended for activities like collecting vocabulary, practicing verbs and sentences, reading texts, listening to songs and dialogues, creating poems and songs, and keeping up with other language teachers through social media groups.
This PowerPoint document discusses strategies for teaching languages at Key Stage 3 (KS3) in light of upcoming changes to the curriculum. It provides ideas for using literature, music, and digital tools to teach grammar creatively. Some key points discussed include the gradual implementation of the KS2 curriculum, the end of levels and controlled assessments, and developing independent language learning skills. Various techniques are presented for teaching sentence structure, vocabulary, pronunciation and translation through activities involving words, songs, pictures and movement.
The document provides guidance for using songs to teach grammar in the classroom. It includes a mental checklist for selecting appropriate songs that considers themes, language level, and cultural relevance. It also discusses strategies for musical translation, such as comparing lyrics to transcripts and translations. Resources for finding suitable songs, activities, and online tools are recommended to support grammar instruction through popular music.
This document provides a list of online resources to help motivate language learners through differentiation, including links to download presentation slides, audio editing software, text-to-speech tools, photo sharing sites with images for teaching languages, tag clouds and word art generators, graphic organizers, mind mapping software, and tools to support differentiated activities. It was written by Isabelle Jones, Head of Languages at Alderley Edge School for Girls.
This Powerpoint presentation discusses differentiation strategies for language learners. It defines differentiation as planning instruction that takes into account all learners' needs to help them make progress. The presentation provides examples of differentiating instruction based on learners' abilities, learning styles, prior knowledge and experiences. Specific strategies are suggested for differentiating the skills of listening, speaking, reading and writing. The presentation emphasizes that differentiation should be integral to effective teaching and aims to motivate all language learners.
This document outlines strategies for developing speaking skills in the foreign language classroom through the use of target language, structured speaking activities, and technology. It establishes the importance of effective target language use and considers a range of activities to enhance speaking, such as role plays, interviews, and debates. It also evaluates how information and communication technologies, like online tools and recording software, can be used to motivate students and develop oral proficiency. Sample speaking activities are provided along with examples of how technology could enhance activities. The document provides resources for teachers to plan targeted speaking practice and assess student progress.
This document provides an A-Z list of ICT tools that can be used to support the development of oracy skills in the foreign language classroom. It lists over 50 websites and applications that allow students to record and edit audio/video, create multimedia projects, record voice memos, make animations and talking images, develop presentations and stories, and more. Many of the tools listed are available as both websites and mobile applications, allowing students to complete projects both in the classroom and on the go.
Rastrick developing student independence in mflIsabelle Jones
This Powerpoint presentation discusses promoting independence in foreign language learning. It addresses why developing independence is crucial, potential barriers and opportunities, and tools to support independence. Specific tools and strategies mentioned include using personal learning and thinking skills, self-assessment, peer teaching, parallel texts in the target language, and highlighting known words to build confidence. The goal is to create future-proof learners who can better understand and use the target language independently.
This document provides resources for supporting English as an Additional Language (EAL) students in the modern foreign language classroom. It lists details of a training session on this topic, along with links to websites, blogs, and organizations that offer strategies, tools, and information. These include the National Association for Language Development in the Curriculum, the British Council EAL project, text-to-speech and visual search software, graphic organizers, and articles on educating EAL students. Additional documents are available at a Dropbox link.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
This document provides ideas and strategies for teaching grammar creatively using art, music, visuals and playfulness with language. It discusses using poems, word clouds, calligrams, haikus, kennings and creative writing exercises. Specific ideas include using themes from art or holidays to teach grammar concepts, exploring the sounds and structures of language through songs, tongue twisters and jokes, and encouraging visualization, storytelling and multimedia presentations to make grammar learning more engaging. The document emphasizes finding authentic resources, being playful with word meanings and order, and focusing activities on recycling topic-specific language.
The document provides resources for engaging language learning, including music videos, podcasts, websites with word origins, idioms, tongue twisters, jokes and more. It also lists tools for creating word clouds, recording audio, script writing, subtitling and using social media to support foreign language learning. The document aims to share ideas and materials for motivating students to improve language skills outside the classroom.
This document provides a list of resources for using rap music and literature to teach languages including:
- Links to music videos that could be used
- Websites listing the origins of words and common phrases
- Rhyming dictionaries, word cloud generators, and text-to-speech software
- Apps and websites for creative writing, script development, and subtitling
- Links to Twitter feeds and Pinterest boards with additional teaching materials
This document provides ideas and strategies for teaching grammar creatively using literature, music, visuals and other authentic resources. It discusses moving beyond traditional grammar instruction to engage students through creative listening, speaking, writing and use of digital tools. Various linguistic tools are presented such as idioms, rhymes, puns and poems to creatively illustrate grammar concepts. Specific grammar topics covered include morphology, syntax, semantics as well as parts of speech. Suggested creative activities involve writing haikus, kennings, poems, stories and more to reinforce target grammar structures. The document advocates bringing playfulness, sounds and visuals into the language classroom.
More than words from rap to literature-creative language learning and teachingIsabelle Jones
The document provides resources for using rap music and literature to teach languages, including links to music videos, podcasts, and apps that can be used. It also lists websites with information on origins of words, expressions, tongue twisters, jokes, rhyming dictionaries, word clouds, text-to-speech software, and script writing tools. The resources cover languages such as French, Spanish, German, Italian, and English and are intended for use in language teaching.
More than words from rap to literature-creative language learning and teachingIsabelle Jones
This PowerPoint presentation discusses creative ways to teach grammar through speaking, writing, and using digital tools. It provides examples of using poetry, songs, wordplay, visuals, and other techniques to creatively engage students with grammar concepts like morphology, syntax, and semantics. Specific ideas mentioned include using rhymes, puns, tongue twisters, idioms, calligrams, haikus, kennings, and translating lyrics to popular songs to help students learn in a fun, creative manner.
Handout for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Motivate all your language learners 23 nov13Isabelle Jones
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
This PowerPoint document discusses strategies for teaching languages at Key Stage 3 (KS3) in light of upcoming changes to the curriculum. It provides ideas for using literature, music, and digital tools to teach grammar creatively. Some key points discussed include the gradual implementation of the KS2 curriculum, the end of levels and controlled assessments, and developing independent language learning skills. Various techniques are presented for teaching sentence structure, vocabulary, pronunciation and translation through activities involving words, songs, pictures and movement.
The document provides guidance for using songs to teach grammar in the classroom. It includes a mental checklist for selecting appropriate songs that considers themes, language level, and cultural relevance. It also discusses strategies for musical translation, such as comparing lyrics to transcripts and translations. Resources for finding suitable songs, activities, and online tools are recommended to support grammar instruction through popular music.
This document provides a list of online resources to help motivate language learners through differentiation, including links to download presentation slides, audio editing software, text-to-speech tools, photo sharing sites with images for teaching languages, tag clouds and word art generators, graphic organizers, mind mapping software, and tools to support differentiated activities. It was written by Isabelle Jones, Head of Languages at Alderley Edge School for Girls.
This Powerpoint presentation discusses differentiation strategies for language learners. It defines differentiation as planning instruction that takes into account all learners' needs to help them make progress. The presentation provides examples of differentiating instruction based on learners' abilities, learning styles, prior knowledge and experiences. Specific strategies are suggested for differentiating the skills of listening, speaking, reading and writing. The presentation emphasizes that differentiation should be integral to effective teaching and aims to motivate all language learners.
This document outlines strategies for developing speaking skills in the foreign language classroom through the use of target language, structured speaking activities, and technology. It establishes the importance of effective target language use and considers a range of activities to enhance speaking, such as role plays, interviews, and debates. It also evaluates how information and communication technologies, like online tools and recording software, can be used to motivate students and develop oral proficiency. Sample speaking activities are provided along with examples of how technology could enhance activities. The document provides resources for teachers to plan targeted speaking practice and assess student progress.
This document provides an A-Z list of ICT tools that can be used to support the development of oracy skills in the foreign language classroom. It lists over 50 websites and applications that allow students to record and edit audio/video, create multimedia projects, record voice memos, make animations and talking images, develop presentations and stories, and more. Many of the tools listed are available as both websites and mobile applications, allowing students to complete projects both in the classroom and on the go.
Rastrick developing student independence in mflIsabelle Jones
This Powerpoint presentation discusses promoting independence in foreign language learning. It addresses why developing independence is crucial, potential barriers and opportunities, and tools to support independence. Specific tools and strategies mentioned include using personal learning and thinking skills, self-assessment, peer teaching, parallel texts in the target language, and highlighting known words to build confidence. The goal is to create future-proof learners who can better understand and use the target language independently.
This document provides resources for supporting English as an Additional Language (EAL) students in the modern foreign language classroom. It lists details of a training session on this topic, along with links to websites, blogs, and organizations that offer strategies, tools, and information. These include the National Association for Language Development in the Curriculum, the British Council EAL project, text-to-speech and visual search software, graphic organizers, and articles on educating EAL students. Additional documents are available at a Dropbox link.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
This document provides ideas and strategies for teaching grammar creatively using art, music, visuals and playfulness with language. It discusses using poems, word clouds, calligrams, haikus, kennings and creative writing exercises. Specific ideas include using themes from art or holidays to teach grammar concepts, exploring the sounds and structures of language through songs, tongue twisters and jokes, and encouraging visualization, storytelling and multimedia presentations to make grammar learning more engaging. The document emphasizes finding authentic resources, being playful with word meanings and order, and focusing activities on recycling topic-specific language.
The document provides resources for engaging language learning, including music videos, podcasts, websites with word origins, idioms, tongue twisters, jokes and more. It also lists tools for creating word clouds, recording audio, script writing, subtitling and using social media to support foreign language learning. The document aims to share ideas and materials for motivating students to improve language skills outside the classroom.
This document provides a list of resources for using rap music and literature to teach languages including:
- Links to music videos that could be used
- Websites listing the origins of words and common phrases
- Rhyming dictionaries, word cloud generators, and text-to-speech software
- Apps and websites for creative writing, script development, and subtitling
- Links to Twitter feeds and Pinterest boards with additional teaching materials
This document provides ideas and strategies for teaching grammar creatively using literature, music, visuals and other authentic resources. It discusses moving beyond traditional grammar instruction to engage students through creative listening, speaking, writing and use of digital tools. Various linguistic tools are presented such as idioms, rhymes, puns and poems to creatively illustrate grammar concepts. Specific grammar topics covered include morphology, syntax, semantics as well as parts of speech. Suggested creative activities involve writing haikus, kennings, poems, stories and more to reinforce target grammar structures. The document advocates bringing playfulness, sounds and visuals into the language classroom.
More than words from rap to literature-creative language learning and teachingIsabelle Jones
The document provides resources for using rap music and literature to teach languages, including links to music videos, podcasts, and apps that can be used. It also lists websites with information on origins of words, expressions, tongue twisters, jokes, rhyming dictionaries, word clouds, text-to-speech software, and script writing tools. The resources cover languages such as French, Spanish, German, Italian, and English and are intended for use in language teaching.
More than words from rap to literature-creative language learning and teachingIsabelle Jones
This PowerPoint presentation discusses creative ways to teach grammar through speaking, writing, and using digital tools. It provides examples of using poetry, songs, wordplay, visuals, and other techniques to creatively engage students with grammar concepts like morphology, syntax, and semantics. Specific ideas mentioned include using rhymes, puns, tongue twisters, idioms, calligrams, haikus, kennings, and translating lyrics to popular songs to help students learn in a fun, creative manner.
Handout for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Motivate all your language learners 23 nov13Isabelle Jones
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
1. Cherche L’Intrus
Pourquoi?
mère père soeurs grand-mère Because it is plural
grande gris gros petit
dimanche mardi vendredi mercredi
février août décembre janvier
bleu rouge jaune rose
Suisse France Espagne Maroc
neuf trois six cinq
long court petit frisés
j’aime je n’aime pas j’adore aimes-tu?
français anglais ecossaise gallois
montagne en ville campagne maison
appartement chambre maison ferme
sur sous dans deux
salle de bains salle à manger salon chambre
un une la des
frigo four table miroir